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INTRODUCTION TO

COMMUNICATION

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Contents
Unit 1
Communication
Communication, Meaning, Need, Types

Unit 2
Models of Communication
SMCR, Shanon & Weaver Model, SMRC Model, Laswell Model,
Osgood Model, Dance Model, Schramm Model, Gerbner’s Model,
New Combe’s Model, Convergent Model, Gate Keeping Model

Unit 3
Theories of Communication
Hypodermic needle, Two-step & Multi step, Commercial, Play theory,
Uses & Gratification, Selective exposure, Perception & Retention theory,
Individual difference theory

Unit 4
Elements & Process of Communication

Unit 5
History of Communication

Unit 6
Barriers of Communication

Unit 7
Tools of Communication

Unit 8
Elective Communication Principles

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UNIT 1-COMMUNICATION

• Objectives
• To understand the meaning of communication
• To discuss the process of communication
• To study the importance of communication
• To study the features and scope of communication
• To study the various types of communication

Introduction

What is communication? It is an interesting exercise to ask members of a group to


write, in a short paragraph, their meanings for the term. Two things become apparent:
most individuals have difficulty writing out their actual meaning for the term
communication, and there is a great variation in meanings.

Communication is not just an act. It is a process. The process of communication


includes transmission if information, ideas, emotions, skills, knowledge by using
symbols, words, pictures, figures, graphs or illustrations. The act of communication is
referred to as ‘transmission’. It is the process of transmission that is generally termed as
communication.

Communication regulates and shapes all human behavior. Therefore, it is important to


have a clear understanding of the concepts of communication what is communication.
Why is it important to us? How does it work? What are the elements in the process of
communication? What are the different types of communication that we are engaged
in? These questions come to our mind when we study this subject.

Meaning of Communication

The English word ‘communication’ is derived from the Latin noun ‘communis’ and the
Latin verb ‘communicare’ that means ‘to make common’. Communication is a much-
hyped word in the contemporary world. It encompasses a multitude of experiences,
actions and events, as well as a whole variety of happenings and meanings, and
technologies too. Meetings, conferences, or even a procession thus can be a
communication event. Newspapers, radio, video, and television are all ‘communication

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media’ and journalists, newsreaders; advertisers, public relation persons, and even
camera crew are ‘communication professionals’.
"Communications is the mechanism through which human relations exist and
develop." This broad definition, found in a book written by a sociologist, takes in
about everything.
In contrast, some people limit their definitions of communication rather narrowly,
saying, "Communication is the process whereby one person tells another something
through the written or spoken word." This definition, from a book written by a
journalist, seems reasonable for those in that field.

Some definitions fall in between these two extremes. Carl Hovland, a well-known
psychologist of a few years ago, said communication is "the process by which an
individual (the communicator) transmits stimuli (usually verbal symbols) to modify
the behavior of the other individuals (communicates)."

This definition describes what many extension workers hope to achieve. You'll be
trying to change behavior.
Some object to this definition. Their objections center on the phrase "modify the
behavior." They say there are numerous occasions when they communicate, in their
family and social lives for example, with no intention of attempting to modify
behavior. However, we most likely do modify others' behavior even though that may
not be our intention.
We could find many other definitions of communication. However, "meanings are in
people and not words" and it is not likely that we could get a group of any size to
agree exactly on one meaning. Besides, an exact definition of the word is not
necessary. My goal is to illustrate that it is difficult for many to formulate their own
definition and that there is a wide range in meanings.

The communication process

To communicate effectively, we need to be familiar with the factors involved in the


communication process. If we are aware of them, these factors will help us plan,
analyze situations, solve problems, and in general do better in our work no matter
what our job might be.
This leads to a discussion of the communication process. Let us look at it part by part
as viewed by several communication theorists. Communication is a concern to many

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people. Therefore, a lot of thought, work, and discussion have gone into different
communication situations. Today, such people as psychologists, educators, medical
doctors, sociologists, engineers and journalists represent only a few of the professional
groups whose members have developed ways of looking at and talking about the
communication process in their specialized fields.

Several theorists have discussed the communication process in ways that have
important implications for those involved in informal education programs such as
extension work. Each of the "models" that we review has a point of vital interest.
Communication models come in a variety of forms, ranging from catchy summations
to diagrams to mathematical formulas. One model of the communication process
reviewed is also one of the oldest.

Communication in its simplest sense involve two or more persons who come together to
share, to dialogue and to commune, or just to be together for a festival or family
gathering. Dreaming, talking with someone, arguing in a discussion, speaking in public,
reading a newspaper, watching TV etc. are all different kinds of communication that we
are engaged in every day. Communication is thus not so much an act or even a process
but rather social and cultural ‘togetherness’. Communication can be with oneself, god,
and nature and with the people in our environment. Interaction, interchange, transaction,
dialogue, sharing, communion, and commonness are ideas that crop up in any attempt
to define the term communication.

According to Denis McQuail, communication is a process, which increases,


commonality-but also requires elements of commonality for it to occur at all. A
common language, for instance, does not necessarily bring people together. There are
other factors too at play such as a shared culture and a common interest, which bring
about a sense of commonality and more significantly, a sense of community.

Denis McQuail sees ‘human communication’ in linear terms as the sending of


meaningful messages from one person to another. These messages could be oral or
written, visual or olfactory. He also takes such things as laws, customs, practices, ways
of dressing, gestures, buildings, gardens, military parades, and flags to be
communication.

Thus, ‘communication’ can be defined as ‘the interchange of thoughts or ideas’. Again


‘communication’ is viewed as a transmission of information, consisting of
discriminative stimuli, from a source to recipient’. In everyday life, the communication

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is a system through which the messages are sent, and feedback received. It is therefore,
the process of transferring particular information or message from an information
source to desired, definite or a particular destination. One of the main elements of
communication messages is perception. The effectiveness of communication is limited
by the receiver’s range of perception. In addition, people perceive only what they
expect and understand. Lastly, communication makes a demand on the recipient, in
terms of his emotional preference or rejection. Thus, communication is not to be
confused with information. While information is logical, formal, and impersonal,
communication is perception.

Communication is more than mere transferring or transmission of ideas or thoughts. It


is not a static act as some of the earlier definitions suggest but it is a dynamic process of
action and interaction towards a desired goal, as suggested by later definitions.
Communication is, therefore, a process of sharing or exchange of ideas, information,
knowledge, attitude, or feeling among two or more persons through certain signs
and symbols.

What do we find in the above definition? It says that two or more persons are involved
in the act, the one who gives information (sender) and the one who receives it
(receiver). What is being shared? An idea or information, or an attitude (message) is
being shared. And through what means? The information is shared or exchanged
through certain signs or symbols; it could be language, oral or written. While sharing
and exchanging ideas or information with others, we are actually interaction with
people and establishing a kind of relationship that helps us to achieve the task set before
us.

Some other functional definitions of communication are:

• ‘The transfer or conveying of meaning’ (Oxford Dictionary)


• ‘One mind affecting another’ (Claude Shannon)
• ‘Transmission of stimuli’ (Colin Cherry)
• ‘One system influences another’ (Charles E. Osgood)
• ‘The mechanism through which human relations exist and develop’ (Wilbur
Schramm)
• Communication is the process of transmitting feelings, attitudes, facts, beliefs
and ideas between living beings. (Birvenu)
• Communication is the exchange of meanings between individuals through a
common system of symbols. (I.A.Richards)
• Communication is the sum of all the things one person does when he wants to
create understanding in the mind of another. It is a bridge of meaning. It involves

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a systematic and continuous process of telling, listening, and understanding.
(Louis Allen)

Importance of Communication

Communication is important both for an individual and also for the society. A person’s
need for communication is as strong and as basic as the need to eat, sleep, and love.
Communication is the requirement of social existence and a resource in order to engage
in the sharing of experiences, through ‘symbol mediated interaction’. Isolation is in fact
the severest punishment for human being.

Grown-ups, children, and old people all need to communicate. Society punishes
criminals by locking them up in solitary cells, thus starving them of the basic need, and
indeed the fundamental right to communicate. Communication thus involves active
interaction with our environments -physical, biological and social. Deprived of this
interaction we would not be aware of whether we are safe or in danger, whether hated
or loved, or satisfied or hungry. However, most of us take this interaction and this
relationship for granted, unless we experience some deprivation of it. When that
happens we adapt ourselves to the environment so that we do not lose touch, in both the
literal and figurative senses. For, to lose touch is to suffer isolation.

The basic human need for communication can perhaps be traced to the process of
mankind’s evolution from lower species. Animals, for instance, have to be in sensory
communication with their physical and biological surroundings to find food, protect
themselves and reproduce their species. A loss of sensation-the inability to hear a
predator for instance can mean loss of life.

Thus, it is said that the biology of human beings and other living organisms is such that
they have to depend upon each other. This dependence give rise to a situation where it
is the biological necessity for the human beings to live in groups. Society is therefore,
the outcome of the evolution of the human race and man is a social animal not by
option but by compulsion.
Essentially, the primary function of communication is to inform, educate, entertain and
persuade people. Following are the basic functions of communication:

• Education and Instruction- This function of education starts early in life, at


home and in school and continues throughout life. Communication provides
knowledge, expertise, and skills for smooth functioning by people in the

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society. It creates awareness and gives opportunity to people to actively
participate in public life.
• Information- quality of our life will be poor without information. The more
informed we are the more powerful we become. Communication provides
information about our surroundings. Information regarding wars, danger, crisis,
famine, etc. are important for the safety and well being of our life.
• Entertainment- To break the routine life and divert our attention from the
stressful life we lead today, entertainment is an essential part of everybody’s
life. Communication provide endless entertainment to people through films,
television, radio, drama, music, literature, comedy, games, etc.
• Discussion- debates and discussions clarify different viewpoints on issues of
interest to the people. Through communication, we find out reasons for varying
viewpoints and impart new ideas to others.
• Persuasion- it helps in reaching for a decision on public policy so that it is
helpful to govern the people. Though it is possible, that one can resort to
persuasion for a bad motive. Thus, the receiver must be careful about the source
of persuasion.
• Cultural promotion- communication provides an opportunity for the promotion
and preservation of culture and traditions. It makes the people fulfill their
creative urges.
• Integration-it is through communication that a large number of people across
countries come to know about each other’s traditions and appreciate each
other’s ways of life. It develops integration and tolerance towards each other.

Features and scope of communication

Communication of message takes place through spoken or written words, pictures and
in many other forms. In oral communication, the transmitter is the ‘voice box’ of the
speaker. The receiver of the message may be the human ear, which converts sound
waves into a comprehensible form, which can be recognized by the human brain; a
television receiver decodes the electromagnetic waves into recognizable visual
representation. In the same manner, the reader, who can recognize and understand that
particular language, can understand the printed message.

The process of communication involves a procedure consisting of only a few steps. The
information source decides to communicate and encodes a message, transmits it
through a channel to the receiver, which is then decoded and acted upon. There are
noises or distortions in between the whole process. The main functions of
communication are information, education, entertainment, enlightenment and
persuasion. Therefore, the communication process should be designed as such so as to

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gain the attention of the receiver, use the signals, symbols, or codes that are easily
understood by the receiver and it must arouse needs in the receiver and suggest some
ways out to satisfy these needs. Only then it can create the desired response.

However, communication should not be confused with mass communication, while


communication is the activity of sharing, giving, imparting, receiving information, mass
communication ‘is a process in which professional communicators use communication
media to disseminate messages widely, rapidly, simultaneously and continuously to
arouse intended meanings in large and diverse audience s in an attempt to influence
them in a variety of ways’.

Communication is a required skill at every level of organizational functioning. The


effectiveness, with which a person will be able to perform in almost any organization,
whether social, governmental, or commercial, will depend in large measure upon the
ability to communicate effectively.

Communication through Arbitrary Symbols

The civilization is reflected in three priceless possessions of mankind, the first is the
human ability to think, the other is his innate capacity to communicate, and the third is
his species’ specific competence to acquire and use the arbitrary symbols system of
language. The gifts of civilization and all the branches of human knowledge have their
origin from this ability to think in abstract and to communicate these thoughts through
symbols of the language.

Above all the other media of communication, language is the most significant because
the human knowledge and relationships are gathered, stored and imparted through it.
The process of communication permits us to use and reuse the experiences and
knowledge from the past into the present and make it ready for use in future with the
help of the symbols of communication, which stand for some abstract idea.

Human Interactions through communication

Communication is the means by which people relate to one another. The society in
general or an organization of any type cannot exist without the relations that are built
and strengthened by communication. Throughout our lives, we are involved in
communication situations. When we talk and work with our colleagues, friends,
subordinates, superiors, experts, teachers, students, family members and with the people
in all walks of life, when we read and /or write the books, pamphlets, periodicals,
special journals, reports, letters, memos, newspaper, etc. when we listen to or deliver

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speeches, when we listen to the radio or watch the TV and films, when we buy or sell
the products or services, when we manage our business and when we are involved in
any other activity, we are invariably involved in communication situation.

Communication Technology and Media

Human Behavior is dominated by communication in all aspects of life to such an extent


that we can aptly call him as a communicating creature. He has applied advanced
science and technology of the tremendous development of communication system. With
the help of dramatic inventions like printing press, telephone, telegraph, radar,
telephoto, radio, television and many other deceive; we have made our modern
communication instantaneous and effective. The advanced technology of mass and
telecommunication has attracted the attention of the experts and specialists in many
fields. The artists, poets, writers, artisans, architects, etc. are exposed to different
subjects of interest by this technology and it helps them to conceive new creative
thoughts and ideas. The technology, skills of using media and some concepts of
communication are useful to psychologists in order to investigate certain problems of
human behavior and therapy.

The political as well as social traditions, myths, customs, styles of living, morals, etc.
are passed from one generation to another or they are changed or destroyed with the
help of communication media. The success of any commercial man depends upon his
reception and transmission of information regarding the market, production,
government laws, banking, innovations in modern technology, etc. computers play a
vital role in receiving, storing, translating, analyzing and imparting the information for
the mathematicians, chemists, physicists, engineers, etc.

Types of communication

One important aspect of communication is that it does not take place in isolation.
Communication occurs when at least two elements of a system are present. We of ten
think of communication as an interaction between two people. However, we participate
in several communication contexts or levels of communication. The major forms of
communication are:

• Intrapersonal communication
• Interpersonal communication
• Group communication
• Mass communication
• Non-verbal communication

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The number of persons involved in the process of communication distinguishes these
levels. These different forms of communication also differ in the degree of proximity
or closeness among the participants in the communication process -both at physical
and emotional levels. Another differentiating feature is the nature of the feedback,
which could be immediate of delayed.

Intrapersonal Communication

This is the most basic of the communication contexts or levels. It occurs when an
individual sends and receives messages internally. We spend most of our time thinking.
And our thought process is nothing but intrapersonal communication where one person
is sending messages and the same person receives them.

Here we use the central nervous system (CNS) and peripheral nervous system (PNS)
for generation, transmission, and receiving of messages. We react to both external and
internal stimuli this way. In addition to our thought process, many times we also talk
aloud with ourselves.

Intrapersonal communication involves our intellect as well as our physical and


emotional sensations. The way we communicate with ourselves reflects the various
aspects the self -physical, emotional, intellectual and social. It also reflects our habits,
roles, attitudes, beliefs, and values.

Intrapersonal communication is not just a level of communication; it is in fact the very


basis of all communication. While participating in the higher levels of communication
like interpersonal communication, group communication, and mass communication,
we also indulge intrapersonal communication. And it takes place every moment that
we are alive.

To understand intrapersonal communication, we need to understand ourselves. At the


physical or physiological level or what is called the ‘physical self’, we have our bodily
parts, the various systems that perform the bodily functions like digestion, breathing,
circulation, elimination of bodily wastes, etc. also there are the five senses that help us
receive external stimuli. Then there is processing of stimuli-both external and internal.

Next there is the ‘emotional self’ which prompts our emotional responses-as in case of
our responses to stimuli like fright, flight and fight, etc. our ‘intellectual self’ involves
mental actions or behavior like word and sentence formation, use of comparison, use
of logic and reasoning, problem solving, and decision making, etc.

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Though we think that we know everything about ourselves, but there is more to the
self-concept. This is because we maintain separate private and public selves. These
have been illustrated by the social scientists Joseph Luft and Harrington Ingham. They
created a model called the Johari Window. This model compares various aspects of
open (public) and closed (private) communication relationships.

Known to self Not known to self

Known to OPEN BLIND


others

Not known to
others HIDDEN UNKNOWN

Diagram 3.2 The Johari Window

The ‘open’ section in the diagram represents self-knowledge that you are aware of and
are willing to share with others. The ‘hidden’ section represents what you are aware of
but is not willing to share. The ‘blind’ section represents information, which you do not
know but others know. The ‘unknown’ section represents what is unknown both to you
and to others. These sections vary according to our relationships with others. In a close
relationship the open portion will be considerably larger than the hidden area. When we
communicate with a casual acquaintance, our hidden area will be the largest area in the
Johari Window.

This model can be used effectively to increase our self-awareness. This self-awareness
or self -concept is not inborn. It develops as we grow through our communication with
others and from our environment. Specifically, it develops from three contributory
factors:
1. Our past experiences
2. The reference groups we identify with and
3. The roles we play in our lives.

Our interactions with these three factors have affected and continue to affect our self-
concept. Our past experience makes us what we are. It shapes the way we feel about

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ourselves and the way we react to others. A child who is neglected and criticized at
home may develop a negative self-concept. Our experiences at home, family members,
relatives, friends, school, college, work place, etc. contribute immensely to the
development of our self-concept.

Through our life cycle, from birth to death, we play a number of roles. These are
ascribed (or allotted roles) and achieved roles. We do not have any control over our
ascribed roles. These include gender role (that are biologically determined –son,
daughter, brother, sister, father, mother, etc) and social roles (that are socially
determined and defined by our environment). Social roles include being friends, foes,
teacher-taught, neighbors, etc.

The achieved roles are earned through individual accomplishments. A person becomes
a champion athlete or a leader or the president of a company by way of individual
achievements. Both the ascribed and the allotted roles help shape our self-concept.

The process of Intrapersonal communication

Intrapersonal communication starts with a stimulus. Our intrapersonal communication


is the reaction to certain actions or stimuli. These stimuli could be internal, originating
from within us, or external, coming from an outside source. These stimuli are picked up
by the sensory organs (PNS) and then sent to the brain. This process is called reception.

The sense organs pick- up a stimulus and send it to the central nervous system through
the peripheral nervous system. While we receive all stimuli directed to us, we pay
attention to only a few. This is because we practice selective perception. Only high
‘intensity’ stimuli like loud sounds, bright colors, sharp smells, etc. are perceived and
the low intensity stimuli are over looked.

The next step is processing of the stimuli. It occurs at three levels. These levels are
cognitive, emotional, and physiological. Cognitive processing (thinking) is associated
with the intellectual self and includes the storage, retrieval, sorting, and assimilation of
information.

Emotional processing (feeling) is associated with the emotional self. This does not have
anything to do with logic or reasoning. All our emotions and our attitudes, beliefs, and
opinions interact to determine our emotional response to any stimulus.

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Physiological processing occurs at the physiological level and is associated with our
psychological self. This kind of response is reflected in our bodily behaviors like heart
rate, brain activity, muscle tension, blood pressure, and body temperature.
The next activity in intrapersonal communication is transmission. Here the sender
(transmitter) and receiver being the same person, transmission occurs through nerve
impulses.

Intrapersonal communication also has feedback. Here it is called self-feedback. The


next element of intrapersonal communication is interference or noise. A sudden sound
disturbing our thought process is interference. Another form of interference occurs
when we process some information at a wrong level. For example, we are supposed to
process bad news rationally i.e. through cognitive processing. But we often react to
such news through emotions. The opposite is also a case of interference.

Interpersonal Communication

This is the universal form of communication that takes place between two individuals.
Since it is person-to-person contact, it includes everyday exchange that may be formal
or informal and can take place anywhere by means of words, sounds, facial expression,
gestures and postures.

In interpersonal communication there is face-to-face interaction between two persons,


that is, both are sending and receiving messages. This is an ideal and effective
communication situation because you can get immediate feedback. You can clarify and
emphasize many points through your expressions, gestures, and voices. In interpersonal
communication, therefore, it is possible to influence the other person and persuade him
or her to accept your point of view. Since there is proximity between sender and
receiver, interpersonal communication has emotional appeal too. It can motivate,
encourage, and coordinate work more effectively then any other form of
communication. Also, in a crisis, through interpersonal channel, flow of information is
tremendous e.g. news of violence, famine or disaster.

Interpersonal messages consist of meanings derived from personal observations and


experiences. The process of translating thoughts into verbal and nonverbal messages
increases the communicator’s self-concept. In fact, effective interpersonal
communication helps both participants strengthen relationships through the sharing of
meaning and emotions.

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Functions of interpersonal communication

We use interpersonal communication for a variety of reasons. For example,


interpersonal communication helps us understand our world better. It helps us
understand a situation in a better way. We also use interpersonal communication to
think and evaluate more effectively. Often it is used to change behavior also. The three
specific functions are:

1. Linking function
2. Mentation function and
3. Regulatory function.

The linking function connects a person with his or her environment. The mentation
function helps us conceptualize, remember, and plan. It is a mental or intellectual
function. The regulatory function serves to regulate our own and other’s behavior.

Through interpersonal communication we are nurtured as infants, physically,


emotionally and intellectually. Again through interpersonal communication we develop
cultural, social, and psychological links with the world. In fact, interpersonal
communication is the very basis of our survival and growth as it helps us to function
more practically.

Variables affecting interpersonal relationships

Many variables affect the interpersonal relationships. These are self-disclosure,


feedback, nonverbal behavior, and interpersonal attraction. Our success or failure in
handling these variables, determine how satisfying our interpersonal relationships will
be.

Self-disclosure lets others know what we are thinking, how we are feeling and what we
care about. Self-disclosure helps reduce anxiety, increase comfort, and intensify
interpersonal attractions.

Feedback is the response of a receiver that reaches back the sender. It involves
agreeing; asking questions and responding through feeling statements. Nonverbal
behavior plays an important role in interpersonal communication. A smile, a hug, a pat,
a firm handshake, etc. can achieve much more than words in certain situations. Eye
contact, gestures, posture, facial expressions, etc. are also important elements of our
nonverbal behavior.

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Interpersonal attraction is the ability to draw others towards oneself. Some people are
said to have magnetic personalities. People are drawn to them. It is this special
chemistry that causes ‘love at first sight’.

Development of Interpersonal relationships

Research has proved that like individual personalities, interpersonal relationships also
evolve over time through our experiences, acquired knowledge, and environmental
factors. The phases through which interpersonal relationships develops are:
• Initiating
• Experimenting
• Intensifying
• Integrating and
• Bonding

Initiating is the first phase during which we make conscious and unconscious judgments
about others. In fact, sometimes it takes us as little as 15 seconds to judge a person.
Then communication is started either verbally or nonverbally (through eye contact,
being closer to the other person, etc.)

The next phase is experimenting. Here, we start small -talks (talking about general
things rather that about specific things), while attempting to find out common interests.
During this stage we try to determine whether continuing the relationship is worthwhile.

The third stage is intensifying. Here the awareness about each other is increased and
both the persons start participating more in conversation. Self-disclosure by both
participants results in trust and creates a rapport. Experiences, assumptions, and
expectations are shared and we start becoming more informal. Also there is increased
nonverbal behavior with more touching, nodding, etc.

The next step is integrating. Here we try to meet the expectations of the person. We also
start sharing interests, attitudes, etc.

The final stage is bonding. Here serious commitments and sacrifices are made. One
example of commitment is to decide to remain as friends. Another is marriage. All these
phases can take a few seconds to develop (as in case of love at first sight) or may take
days or weeks or more time.

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Group Communication

Group communication is an extension of interpersonal communication where more than


two individuals are involved in exchange of ideas, skills, and interests. A group is a
number of people with a common goal who interact with one another to accomplish
their goals, recognize one another’s existence and see themselves as part of the group.
Groups provide an opportunity for people to come together to discuss and exchange
views of common interest.

There could be many different groups for as many different reasons. For instance,
casually formed groups with friends over a drink, coffee break, games, dances or
religious gatherings have a different purpose than that of groups attending a meeting or
seminar to help fight AIDS or interacting with committee members to draft a proposal.

Communication in a group, small or big, serves many goals including collective


decision-making, self-expression, increasing one’s effect, elevating one’s status and
relaxation. Group communication is considered effective as it provides an opportunity
for direct interaction among the members of the group; it helps in bringing about
changes in attitudes and beliefs. Group communication has limitations too, as group
interaction is time consuming and often inefficient, especially in an emergency.
Besides, imbalances in status, skills and goals, may distort the process and the outcome
sharply.

Groups have been classified as small groups and large groups. A small group comprises
of three to seven members. Small groups are informal and less structured. Larger groups
adopt formal rules to maintain order. There is more chance for individual participation
in small groups. Also small groups are easy to manage and are more efficient in
accomplishing tasks and making decisions. Most researchers define a small group as
having at least three and no more than twelve or fifteen members.

A group needs to have at least three members; otherwise it would simply be a dyad.
With three members, coalitions can be formed and some kind of organization is present.
Too large of a group (more than twelve or fifteen members) inhibits the group members'
ability to communicate with everyone else in the group. Members must be able to
communicate freely and openly with all of the other members of the group. Groups will
develop norms about discussion and group members will develop roles, which will
affect the group's interaction. A group must have a common purpose or goal and they
must work together to achieve that goal. The goal brings the group together and holds it
together through conflict and tension.

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Types of small groups

There are two major types of small groups, primary and discussion groups. The
primary group is more informal in nature. Members get together daily or very regularly.
The primary group is less goal-oriented and often there is conversation on general
topics and not discussion on specific topic. Primary groups are not bound by any rules
and are highly flexible.

Discussion groups are highly formal. These are characterized by face-to-face


interactions where group members respond, react, and adapt to the communication of
other participants. A discussion group has one or more leaders. Members of discussion
groups have common characteristics-geographic location, social class, economic level,
life style, education level, etc. finally, members of a discussion group have a common
purpose or goal. The strength cohesiveness and longevity of the group depends upon the
type of goal. One important type of discussion groups is the problem-solving group.
Such groups are of four types depending upon the tasks they perform:

1. Fact finding group


2. Evaluation group
3. Policy making group and
4. Implementation group

This kind of division occurs only where the group is big and the problem is
complicated.

Participation in small groups

Participants in small group communication have certain responsibilities these are:


• Having an open mind towards the issue or topic being discussed and other
members of the groups
• Having an objective mind and
• Showing sensitivity towards other’s sentiments and moods.

These responsibilities fall under two categories:


1. Communicating and listening and
2. Feedback

Communication includes:
• Speaking or interacting with others with accuracy, clarity, and conciseness.
• Avoiding speaking when you have nothing to contribute

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• Addressing the group as a whole and
• Relating your ideas to what others have said.

These practices help make the interaction more fruitful. Listening and feedback are
equally important as speaking. Some suggestions for effective listening include:
• Consciously concentrating
• Visibly responding to the speaker
• Creating an informal situation
• Listening to more than just words

Development of a small group

Individual members forming a group are different from each other as they have
different personalities. It takes time for the members to learn how to fit into the group
and contribute in the best manner. In fact, researchers have identified the following
stages of small group development.

• Grouping or trying to find out how to work with others


• Grasping or understanding other members and the situation
• Grouping or getting together and development of bonding
• Group action or increased participation with each member playing constructive
roles.

Mass communication

Outside the realm of interpersonal communication exists another form of


communication, which involves communication with mass audiences and hence the
name mass communication; and the channels through which this kind of
communication takes place are referred to as mass media. Both mass communication
and mass media are generally considered synonymous for the sake of convenience.
Mass communication is unique and different from interpersonal communication as
evident from the following definition.

Any mechanical device that multiplies messages and takes it to a large number of
people simultaneously is called mass communication. The media through which
messages are being transmitted include radio, TV, newspapers, magazines, films,
records, tape recorders, video cassette recorders, etc and require large organizations and
electronic devices to put across the message.

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It is clear from the definition that mass communication is a special kind of
communication in which the nature of the audience and the feedback is different from
that of interpersonal communication. An examination of these components will help in
understanding the nature of mass communication itself.

Audience

Whosoever is the recipient of mass media content constitutes its audience. For instance,
individuals reading newspapers, watching a film in a theatre, listening to radio or
watching television, are situations where audience is large, heterogeneous, anonymous
in character and physically separated from the communicator both in terms of space and
time. A large audience means that the receivers are masses of people not assembled at a
single place. It may come in different sizes depending upon the media through which
the message is sent. For TV network programmes, for example, there could be millions
of viewers, but only a few thousand readers for a book or a journal.
By anonymous, we mean that the receivers of the messages tend to be strangers to one
another and to the source of those messages. So with respect to the communicator, the
message is addressed ‘to whom it may concern’. Also, the audience tends to be
heterogeneous rather than homogeneous in the sense that messages are sent to people
in all walks of life and person with unique characteristics.

Feedback

As compared to interpersonal communication, feedback in mass media is slow and


weak. It is not instantaneous or direct as in face-to-face exchange and is invariably
delayed. Feedback in mass media is rather a cumulative response, which the source gets
after a considerable gap of time. It is often expressed in quantitative terms: like
circulation figures of newspapers and magazines, the popularity of a movie at box
office, success of a book on the basis of its sales, or the findings of public opinion polls
and on the basis of other feedback devices which are used to determine what is
acceptable or unacceptable to different audiences. In all such cases, considerable time
and money are required to process the feedback received from the audience. Therefore,
delayed and expensive feedback is ingrained in mass media.

Gate keeping

This is again a characteristic unique to mass communication. The enormous scope of


mass communication demands some control over the selection and editing of the
messages that are constantly transmitted to the mass audience. Both individuals and
organizations do gate keeping. Whether done by individuals or organizations, gate

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keeping involves setting certain standards and limitations that serve as guidelines for
both content development and delivery of a mass communication message.

Functions of Mass Communication


Mass communication has three basic functions:
• To inform
• To educate
• To entertain and
• To persuade

Additionally it also educates and helps in transmission of culture.

Non-Verbal Communication

Meaning and importance of Non-verbal Communication

Verbal media can be used to communication almost any thought, feeling or idea, but the
non-verbal media has comparatively very limited range. Especially, it communicates
feelings of likings and disliking and reinforces the feelings expressed through verbal
media. Occasionally, it contradicts those feelings, which are expressed verbally by the
communicator.

The following are the types of non-verbal communication:


• Facial behavior
• Kinesics or body movement
• Posture and gestures
• Personal appearance
• Clothing
• Proxemics
• Paralanguage

Often we think that communication means only words. This is because mostly we
use words while communicating. Written communication occurs through printed or
written words. And oral communication occurs through words spoken ‘out loud’.
But all communication does use words. Sounds unbelievable! Albert Mehrabian,
expert on body language and author of books like silent messages, found out that the
total impact of oral message is only about 7% verbal, 38% vocal and 55% non
verbal.

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What constitutes nonverbal communication?

Everything from the simple shrug of the shoulder, the V-sign, the OK ring, the
thumbs up gesture, eye movements, facial expressions, body postures, gestures, gait,
clothing to the tone of voice, the accent. Nonverbal components of communication
also involve the use of space, of touch and smell and paralanguage.

Types of non-verbal communication

We use our body and its different parts to communicate a lot of things. This
communication through our body and its various parts is called ‘body language’.
Often people consider body language to be the only form of nonverbal
communication. However, non-verbal communication includes body language and
much more. These include the way we dress up for different occasions, the way we
greet people, the way we use our hands while talking, the way we use space etc.

Facial expressions

Faces, it is said, is the mirror of the mind. It is the most obvious vehicle for
nonverbal communication. It is a constant source of information to the people
around us. Our faces reveal how we are feeling inside while we might be trying to
present a different emotion. For example, while telling a lie, a child tries to cover his
or her mouth with both the hands. A teenager tries to cover her mouth with one
hand. These gestures are called the ‘mouth guard’ gestures.

Also, the colors of one’s face, the wrinkles, presence or absence of facial hair, etc.
reveal a lot about a person’s personality. For example, people with dark tans
supposedly spend a lot of time outdoors. Hairstyles and make up provide insight into
one’s economic status, interest in fashion, etc.

Eye behavior

Eyes and their effect on human behavior are as important to poets and painters as to
the students of nonverbal communication. This is because one can communicate a
lot just with the help of the eyes. From winking, seeing, glaring, staring eyes can
perform many functions. The size of the eye, particularly the size of the pupil, is
indicative of a person’s mood when one is happy, the pupil dilates or grows larger.
When we are angry, our pupils constrict or grow smaller.

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Eye contact is another important facet of eye behavior. When one maintains eye
contact with the audience, he or she is perceived as sincere, friendly, and relaxed.
Those who don’t maintain eye contact while talking to others are perceived as
nervous. In fact, effective orators and communicators use periodic eye checks to find
out if the audience members are being attentive or not. Another important function
of eyes is expressing intimacy. Eyes help us create ‘connections’ with others. In fact,
eyes have been described as ‘windows to the soul’. We communicate important
information and feelings through the eyes in addition to oral communication. Eyes
also help us encourage or discourage others. For example, a simple glare may stop
students from talking, while a warm glance and an encouraging smile often win
many friends.

Kinesics and body movement

Ray Birdwhistell, an expert in the field of nonverbal communication, coined the


term ‘kinesics’ for the different body expressions. ‘Kinesics’ means study of body
movements. Five categories of specific body expressions are:
• Emblems
• Illustrators
• Regulators
• Affect displays and
• Body manipulators

Emblems are commonly recognized signs that are used very frequently. These include
the OK ring, touching the temple, putting a finger to the lips (asking for silence), the V-
sign, the thumbs up sign, etc.

Illustrators are signs that are directly related to the verbal messages. For example,
spreading the palms often illustrates the size or length while we talk about something.
Illustrators help emphasize the verbal message. Regulators include signs like gazes,
nods, raised eyebrows, etc. these signs help us regulate or control verbal
communication.

Facial expression like angry stares, wide eyes (fear), trembling hard or knocking knees,
indicate one’s internal emotional states. These are called affect displays.

Posture and Gait

The way we stand or sit and the way we walk (gait) are strong indicators of our physical
and emotional states. When we are aggressive we sit or stand straight and in an alert

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manner. When we are defensive we usually sink into our chair or stand with our head,
shoulders hanging. When confident we walk with our chin raised, chest puffed, and
arms swinging freely. Our legs are often little stiff and our walk has a ‘bounce’ when
we are confident. A standing posture with ‘hands on hips’ indicates an aggressive frame
of mind.

Personal appearance

Physical appearance is one of the most important factors that influence the effectiveness
of our interpersonal and group communication. In fact, one’s personal appearance is
very crucial as it makes the all- important ‘first impression’. This is particularly
important as advertisements shape our minds day in and day out through all those
beautiful people who endorse everything from hairpins to aero planes. So we
manipulate our personal appearance to look good. We try to accentuate or highlight our
best features while hiding and underplaying the others.

Clothing

Our clothes provide the visual clue to our personality. Clothes also indicate about one’s
age, interests, and attitudes. Information about one’s status can be judged from the
clothes’ age, condition, and fashion. Clothes are used as means of keeping up with the
latest social changes. Also clothes are means of decoration and self-expression.
Clothing also indicates about a person’s confidence, character, and sociability. These
are the reasons why it’s said that ‘clothes make a person’.

Touching

It is the most common form of physical contact between human and animals. In fact
animals use touching much more frequently and to great effects. Human beings use
touching to emphasize a point, interrupt, as a calming gesture, to reassure. Also,
touching is very important to healthy development of children.

Proxemics

This is an addition way of communicating by use of ‘space’. Often we place ourselves


in certain special relationships with other people and objects. The study of these special
factors is called ‘proxemics’. Intimate distance ranges from actual contact to about 18
inches. We allow only intimate persons within this range. Of course, there is forced
closeness as in the case of a crowded lift. Social distance is maintained with people with
whom we are meeting for the first time. This distance ranges from 4feet to 12 feet.

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Para language

Oral communication does not just occur through words uttered. The words are
supplemented by a lot of other factors, particularly related to the voice. The pitch,
tempo, range, resonance, and quality of voice add a lot of flesh and blood to the words.
These vocal characteristics and vocal sounds constitute ‘paralanguage’. Speaking
without pitch variation makes the speech monotonous. ‘Pitch’ is the raising or lowering
of our voice. ‘Resonance’ on the other hand is the variation of volume from a quite and
thin voice to loud, booming voice. Speaking too fast or too slow is a variation of
‘tempo’. Para language gives us clues about age, sex, emotional states, personality, etc.

Smell and taste

We receive a lot of information about our environment through the sense of smell. Like
a particular fragrance announces the arrival of a particular person. Body odors also
provide clues about a person’s hygienic state. We also send out a lot of information
through smell. We use deodorants, body sprays, hanky sprays, etc. To hide smell of
onion or garlic we brush our teeth and gargle with mouthwash. Like smell, taste is also
a silent sense that receives and sends messages.

Environmental factors

Architectural arrangement of objects, interior decoration, colors, time, music, etc are the
environmental factors that provide a lot of nonverbal cues and clues. Dim lighting, quite
atmosphere, and soft music leads to greater intimacy and has a soothing affect.
Similarly, colors also have wide-ranging associations. For example, one turns pink
when embarrassed and one sees red when angry.

Functions of Nonverbal communication


Non- verbal communication plays an important role in any communication situation. If
often plays a supplementary role to the verbal content delivered orally. Some other
times, nonverbal symbols communicate on their own. More specifically, nonverbal
communication serves the following functions:

• Repeating verbal messages


• Substituting verbal messages
• Complementing verbal messages
• Regulating or accenting verbal message and
• Deception.

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UNIT 2-MODELS OF COMMUNICATION

• Objectives
• To understand the need for models of communication
• To discuss the various models of communication
• To understand these models through diagrams and representations

Models of communication

To communicate effectively, knowledge of the dynamics underlying the communication


process is essential. One way to analyze communication is to present it in the form of a
‘model’. A model is nothing but the mechanistic perspective of human communication
that effectively tells at a glance how it works.

Several theorists have discussed the communication process in ways that have
important implications for those involved in informal education programs such as
extension work. Each of the "models" that we review has a point of vital interest.
Communication models come in a variety of forms, ranging from catchy summations
to diagrams to mathematical formulas.

A model is an abstracted representation of a reality. A good model comes as close to


reality as possible and it discusses and explains the reality as clearly as possible. But
being an abstraction, a model is not a reality; it only represents the reality of
communication for better understanding of the communication process. For example, an
architectural model of a house is only a representation of the house giving a fair idea of
the number of rooms, layout, etc. but it is not the house ‘per se’. Thus a model is a
pictorial presentation to show the structure of communication process in which various
component elements are linked. Arrows are used to depict the transmission of messages
from communicators to receiver.

Models are based on assumption that theorists make as to how communication


functions and what affect it has upon individual and society. A variety of models exists
all of which strive to explain the different components of communication and the role
each plays in the total process.

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Shannon & Weaver Model

Shannon, an acclaimed mathematician, developed this communication model in 1947.


Later with Warren Weaver, he perfected it. Thus, this model came to be known as
Shannon-Weaver Model. They were the first to develop an engineering model of human
communication based on telephone communication. These two researchers were of the
opinion that ‘ the ingredients in communication include: (1) a source, (2) a transmitter,
(3) a signal, (4) a receiver, and (5) destination.

All human communication has some source (information source in Shannon's


terminology), some person, or group of persons with a given purpose, a reason for
engaging in communication. Shannon and Weaver’s model is important as it introduces
the concept of ‘Noise’. Noise in this model refers to disturbances in the channel that
may interfere with the signals transmitted and produce different signals.

When you communicate, you have a particular purpose in mind:

• You want to show that you're a friendly person


• You want to give them some information
• You want to get them to do something
• You want to persuade them of your point of view

And so on. You, as the source, have to express your purpose in the form of a message.
That message has to be formulated in some kind of code. How do the source's
purposes get translated into a code? This requires an encoder. The communication
encoder is responsible for taking the ideas of the source and putting them in code,
expressing the source's purpose in the form of a message.

It's fairly easy to think in terms of source and encoder when you are talking on the
phone (transmitter in Shannon's terminology). You are the source of the message and
the 'phone is the encoder which does the job of turning your sounds into electrical
impulses. The distinction is not quite so obvious when you think of yourself
communicating face-to-face.

In person-to -person communication, the encoding process is performed by the motor


skills of the source - vocal mechanisms (lip and tongue movements, the vocal cords,
the lungs, face muscles etc.), muscles in the hand and so on. Some people's encoding
systems are not as efficient as others'. So, for example, a disabled person might not be
able to control movement of their limbs and so find it difficult to encode the intended
non-verbal messages or they may communicate unintended messages. A person who

27
has suffered throat cancer may have had their vocal cords removed. They can encode
their messages verbally using an artificial aid, but much of the non-verbal messages
most of us send via pitch, intonation, volume, and so on cannot be encoded.
Just as a source needs an encoder to translate her purposes into a message, so the
receiver needs a decoder to retranslate. For communication to occur, there must be
somebody at the other end of the channel. This person or persons can be called the
receiver. To put it in Shannon's terms, information transmitters and receivers must be
similar systems. If they are not, communication cannot occur. (Actually Shannon used
the term destination, reserving the term receiver for what we have called decoder).

Feedback is a vital part of communication. When we are talking to someone over the
phone, if they don't give us the occasional 'mmmm', 'aaah', 'yes, I see' and so on, it can
be very disconcerting. This lack of feedback explains why most of us don't like
telephones. In face-to-face communication, we get feedback in the visual channel as
well - head nods, smiles, frowns, changes in posture and orientation, gaze and so on.
Advertisers need feedback, which they get in the form of market research.

Here, the source is a speaker, the signal is speech, and the destination is the receiver and
the transmitter is used to send the message from the source to the receiver. This model
is believed to have been derived from a mathematical interpretation of communication
for sending or transmitting the message with the help of a technology or manually by
human beings.

Source Transmitter Signal Receiver Destination

Noise

Shannon & Weaver Model

In this model, the important objective is transmitting the message. For this process three
stages have been identified: technical, semantic and the message reception (of the
source or the sender). This model has not studied the other concerned or allied areas of

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impact, or effect on the receiver, i.e. destination or his reactions to the message. As a
result, the SMCR Model was suggested in its place.

SMCR Model

The basic process of communication, needs a sender and a message that he or she
transmits or conveys through some means, say a channel to a receiver who responds,
according to his or her understanding of the message, the sender (feedback).

This model was advocated by David Berlo, and is also known as the Source-Message-
Channel- Receiver Model of Communication. This model is significant because it
emphasizes the importance of ‘thorough understanding of human behavior as a pre-
requisite to communication analysis’. It underlines the role of the source and the
receiver. The background of the source depends on several variables.

The receiver interprets the message depending upon the background -knowledge, skill,
attitude, culture, etc. If both the source and receiver were matched in their standing, the
communication would be fruitful. Otherwise, there would be gaps.

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Laswell’s Model

When Harold D. Laswell, an American political scientist, asked a basic


communication question, Who says What in Which channel to Whom with What
effect, he propounded a new model of communication. This has since then been
known as Laswell’s communication model. It can be represented as under:
WHO (Communicator)
Says WHAT (Message)
In WHICH CHANNEL (Medium)
To WHOM (Receiver)
With WHAT EFFECT (Effect)

Laswell’s Communication Model

Laswell’s simple representation has revolutionized the communication model scene.


Laswell himself is believed to have used it to point out distinct types of
communications research. In fact, he further explained its significance by attaching a
particular type of analysis as shown below:

WHO SAYS WHAT IN WHICH TO WHOM WITH


CHANNEL WHAT
EFFECT
Source Content Media analysis Audience Effect
studies analysis analysis analysis

Osgood Model

This model is ‘highly circular’ model. The important characteristic of Osgood’s model
is that the message receiver is also a message sender. Thus the message moves in
cycles. And the sender and the receiver interact with one another establishing a kind
of ‘interactive relationship’ between the source and the receiver where one person
may be source one moment and a receiver the next and again a source the following
moment. This process mostly takes place in interpersonal communication.

30
Message

Decoder
Encoder
Interpreter
Interpreter
Encoder
Decoder

Message

Charles E. Osgood’s Model

Dance Model

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This model is believed to be an improvement on the Schramm-Osgood Circular
model. According to E.X. Dance, the propounder of this model, communication is
activated in a circular manner. It states that once communication process starts it
comes back full circle to exactly the same point from which it started. It will influence
the receiver more if and when it comes back. For, by that time social processes and
other environmental factors would have affected it. This model is more close to
interpersonal communication process, but fails to reflect or explain all areas of
communication effectively.

Schramm Model

Wilbur Schramm has contributed immensely in mass communication research. He has


analyzed and presented communication in new light and explained communication in
various ways. One of these is communication with ourselves, communication with one
person, or a group of persons, communication with mass audience running into
hundreds of thousands of millions of people. Schramm used Shannon and Weaver’s
model to further elaborate and clarify his various concepts of communication.

One important conception of his further explains the communication process such as
encoder, decoder, redundancy, feedback, and noise, which he included in his model.
While the other elements were known earlier, ‘feedback’ and ‘noise’ were new factors
and added new dimension to the understanding communication study and research. By
feedback we mean ‘response that a receiver makes to the source’s communication.
This model has been illustrated as follows:

FEEDBACK NOISE

A B
M

FEEDBACK

SCHRAMM’S MODEL

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When A and B are exchanging the message (M), feedback is constantly being
exchanges. Anyone who is receiving the message attentively would also be reacting
instantly. He would be able to provide feedback instantly while face to face or
interpersonal communication is in progress. However, often there are problems,
difficulties or gaps in understanding and comprehending or following the message.
This is caused by ‘noise’ which can make the message ‘ineffective’.
Just as while tuning on an electronic gadget, ‘noise’ is caused, similar is the situation
in this model too. In many cases, the message suffers detoriation, loss of content or
information. The content of the message is determined by the receiver in a manner
depending on his personal background, social status, economic position, etc.

Gerbner’s Model

In above figure, E stands for event, M for man or machines; S stands for shape (form)
while the second E is content. This model suggests that the human communication
process maybe regarded as subjective, selective, variable, and unpredictable and that
human variables are unpredictable and that human communication systems are open.
Though this is a comprehensive model, but it is quite complicated. This model also
does not adequately explain the implications of the message for the receiver.

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George Gerbner tried to explain the communication process as an act or technique of
communicating a message. His model stresses the necessity of ‘creative, interactive
nature of perceptual process and the importance of contextual meaning and
comprehensive dealing of human communication’.

The author of this model believes that its shape can change depending upon the nature
or content of communication. This model is given a verbal and graphic version by the
following formula:

SOMEONE
PERCEIVES ON EVENTS
AND REACTS
IN A SITUATION
THROUGH SOME MEANS
TO MAKE AVAILABLE MATERIALS
IN SOME FORM
AND CONTEXT
CONVEYING CONTENT
WITH SOME CONSEQUENCES

GERBNER’S MODEL
New Combe’s Model

This model takes the shape of a triangle to explain the communication process. It
attempts at elucidating the role of communication plays in society on social
relationships. The main thrust of this model is that it maintains equilibrium within the
social system. It is represented as follows:

A B

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Communicators A and B are both senders and receivers. They could be individuals,
managements, unions, institutions or anyone. X is a representation of their social
environment. Therefore, ABX is a system. This model shows they are all independent
systems and their relationships change on interaction. Their closeness depend upon X
which is a place or social environment. This model also indicates the increased
relevance of communication as the individuals need more and more information in the
new age and fast changing social environment. The model can help in perceiving each
other’s problems and sharing them.

Gate Keeping Model

This model was designed by Bruce Westley and Malcolm MacLean and is an
extension of Newcombe’s Model. This model is quite frequently used in mass media.
It is based on the assumption that messages in mass communication pass through
different checkpoints called ‘gatekeeper’ before they are actually received by
audience. The ‘gatekeeper’ concept is essentially a term applied to in mass media and
is often associated with the news. Gate keeping means that the information has to flow
along certain channels, which contain gatekeepers who will permit the information to
flow or stop.

The process of decision-making depends upon the policies, likes, and dislikes of the
organization. It decides whether the information will be allowed to enter and continue
in the channel. The audience, therefore, receives the reporter’s and editor’s version of
the day’s event and not necessarily what may be the reality. Thus, interposed between
the sender and the audience are the editors whether in print journalism, TV or radio
who as gatekeepers, determine what the public reads, listens to or watches. Therefore,
the audience’s exposure to an event’s reality is in the gatekeeper’s hands.

This model is quite realistic in the modern media scenario, particularly the news
media. The only drawback being that it applies only on the mass media and fails to
take account of the relationship between the mass media and the other systems
through which we fit into society like family, work, friendships, school, church, trade
unions and all other formal and informal networks of relationship. Normally, one is
not as dependent upon the media as this model implies.

35
X1

X1

X2 X2

A C B
X3

X 3m X 3c
X3 X4

Gate keeping Model

A here, is sender who receives messages from many sources X1, X2, X3, X4,…X and
according to his perception of event writes a report and sends it to gatekeeper C who
performs the editorial-communicating function; that is the process of deciding what and
how to communicate. C, therefore, keeping the specific audience in mind, may
emphasize or deemphasize a certain point in the message to strike a balance and then
sends it to the audience B.

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UNIT 3-THEORIES OF COMMUNICATION
• Objectives
• To understand the theories of communication
• To discuss the various theories of communication
• To understand each theory through diagrams and representations

Mass communication means sharing of information or a message with a large number


of people at one place or at several places in one country or many countries. As an
American communication scholar Edwin Emery says, “communication is a part of
human behaviour”. We ‘communicate with one another by directing a message to one
or more of the senses-sight, sound, touch, taste or smell.’many social scientists studied
the effect of mass communication within the society. This has resulted in a number of
theories which essentially trace the relationship between mass communication and
society.

However, not a single theory has been universally accepted. Early theories were based
on assumptions that mass media have enormous and direct influence upon society. But
later researchers provide evidence against any direct cause and effect relationship
between mass communication and society. Instead, they underline the importance of
individual difference and personal influences on transmission, acceptance and
retention of message. These theories portray mass media as an outcome of changes in
society.

Hypodermic needle

The "hypodermic needle theory" implied mass media had a direct, immediate, and
powerful effect on its audiences. The mass media in the 1940s and 1950s were
perceived as a powerful influence on behavior change. As the name ‘Bullet’ theory
suggests, the messages were thought to be like magic bullets that were shot directly
into the receiver.
Several factors contributed to this "strong effects" theory of communication,
including:
- The fast rise and popularization of radio and television
- The emergence of the persuasion industries, such as advertising and propaganda
- Focus on the impact of motion pictures, and

37
- Hitler's monopolization of the mass media during WWII to unify the German public
behind the Nazi party.

The theory suggests that the mass media could influence a very large group of people
directly and uniformly by ‘shooting’ or ‘injecting’ them with appropriate messages
designed to trigger a desired response.

Both images used to express this theory (a bullet and a needle) suggest a powerful and
direct flow of information from the sender to the receiver. The bullet theory
graphically suggests that the message is a bullet, fired from the "media gun" into the
viewer's "head.” With similarly emotive imagery the hypodermic needle model
suggests that media messages are injected straight into a passive audience, which is,
immediately influenced by the message.

They express the view that the media is a dangerous means of communicating an idea
because the receiver or audience is powerless to resist the impact of the message.
There is no escape from the effect of the message in these models. The population is
seen as a sitting duck. People are seen as passive and are seen as having a lot media
material "shot" at them. People end up thinking what they are told because there is no
other source of information.
New assessments that the ‘hypodermic needle theory’ or ‘Magic Bullet Theory’ was
not accurate came out of election studies in "The People's Choice," (Lazarsfeld,
Berelson and Gaudet, 1944/1968). The project was conducted during the election of
Franklin D. Roosevelt in 1940 to determine voting patterns and the relationship
between the media and political behavior. The majority of people remained untouched
by the propaganda; interpersonal outlets brought more influence than the media. The
effects of the campaign were not all- powerful to where they persuaded helpless
audiences uniformly and directly, which is the very definition of what the magic bullet
theory does.

As focus group testing, questionnaires, and other methods of marketing effectiveness


testing came into widespread use; and as more interactive forms of media (e.g.:
internet, radio call-in shows, etc.) became available, the magic bullet theory was
replaced by a variety of other, more instrumental models, like the two step of flow
theory and diffusion of innovations theory.

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Conceptual Model

MASS MEDIA

-Isolated individual constituting a mass

Magic bullet theory model

Example

The classic example of the application of the Magic Bullet Theory was illustrated on
October 30, 1938 when Orson Welles and the newly formed Mercury Theater group
broadcasted their radio edition of H.G. Wells' "War of the Worlds." On the eve of
Halloween, radio programming was interrupted with a "news bulletin" for the first
time. What the audience heard was that Martians had begun an invasion of Earth in a
place called Grover's Mill, New Jersey.

It became known as the "Panic broadcast" and changed broadcast history, social
psychology, and civil defense and set a standard for provocative entertainment.
Approximately 12 million people in the United States heard the broadcast and about
one million of those actually believed that a serious alien invasion was underway. A
wave of mass hysteria disrupted households, interrupted religious services, caused
traffic jams and clogged communication systems. People fled their city homes to seek
shelter in more rural areas, raided grocery stores, and began to ration food. The nation
was in a state of chaos, and this broadcast was the cause of it.

Media theorists have classified the "War of the Worlds" broadcast as the archetypal
example of the Magic Bullet Theory. This is exactly how the theory worked, by
injecting the message directly into the "bloodstream" of the public, attempting to
create a uniform thinking. The effects of the broadcast suggested that the media could
manipulate a passive and gullible public, leading theorists to believe this was one of
the primary ways media authors shaped audience perception.

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Two step Theory

The above-mentioned study of presidential elections revealed that many voters had
limited exposure to the mass media. Paul Lazarsfeld, Bernard Berelson, and Hazel
Gaudet in The People’s Choice, a 1944 study focused on the process of decision-
making during a Presidential election campaign, first introduced the two-step flow of
communication hypothesis. These researchers expected to find empirical support for
the direct influence of media messages on voting intentions. They were surprised to
discover, however, that informal, personal contacts were mentioned far more
frequently than exposure to radio or newspaper as sources of influence on voting
behavior. Armed with this data, Katz and Lazarsfeld developed the two-step flow
theory of mass communication. The information they received was mostly through
other people, called ‘opinion leaders’.

This theory asserts that information from the media moves in two distinct stages. First,
individuals (opinion leaders) who pay close attention to the mass media and its
messages receive the information. Opinion leaders pass on their own interpretations in
addition to the actual media content. The term ‘personal influence’ was coined to refer
to the process intervening between the media’s direct message and the audience’s
ultimate reaction to that message. Opinion leaders are quite influential in getting
people to change their attitudes and behaviors and are quite similar to those they
influence.

The two- step flow theory has improved our understanding of how the mass media
influence decision-making. The theory refined the ability to predict the influence of
media messages on audience behavior, and it helped explain why certain media
campaigns may have failed to alter audience attitudes and behavior. The two-step flow
theory gave way to the multi-step flow theory of mass communication or diffusion of
innovation theory.

Like other theories, two- step flow has its shortcomings too; first, it diminishes the
original, direct influence of mass media; secondly its effects are evident only in
political studies that were conducted decades ago when there was no television
influence and therefore, may not be as applicable to the contemporary political scene.

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Conceptual Model

Multistep Theory

Further studies on opinion leaders led to the modification and re conceptualization of


the two-step flow concept into multi-step flow-because of the multi -directional
influence of opinion leaders, not necessarily only downwards, when they interpreted
the media messages for the audiences. The influence was seen to be ‘upwards’ or back
towards the media sources, when they sought to tell gatekeepers (editors of
newspapers, news editors of radio and TV news, producers, etc) how to do their job.
In addition, the influence was ‘sideways’ when they shared insights with other opinion
leaders.

Moreover, the multi -step flow concept was seen as having many relay-points, i.e.
information reaching a member of the audience directly or reaching him secondhand,
third hand or fourth and, and sometimes in a form considerably different from the
original.

The multi -step flow involves interpersonal communication and later through mass
media-the sequential flow of message is very effective. Multi-step messages have
various media and networks go a long way in affecting the individuals. The variables,

42
which contribute in these steps are: the source, quality, exposure or availability of
mass media, extent of audience exposure to communicating agencies, nature and
content of the message and finally the importance of the message to the receivers or
audiences.

Commercial Theory

Commercial theory is also known as the laissez Faire theory. This Theory says that
the states should not intervene in economic affairs, except to break up a monopoly.
The phrase originated with the Physiocrats, 18th- century French economists whose
maxim was laissez faire et laissez passer (literally, ‘let go and let pass’ – that is, leave
the individual alone and let commodities circulate freely). The degree to which
intervention should take place is still one of the chief problems of economics. The
Scottish economist Adam Smith justified the theory in The Wealth of Nations (1776).
Before the 17th century, control by guilds, local authorities, or the state, of wages,
prices, employment, and the training of workers, was taken for granted. As capitalist
enterprises developed in the 16th and 17th centuries, entrepreneurs shook off the
control of the guilds and local authorities. By the 18th century this process was
complete. The reaction against laissez faire began in the mid -19th century and found
expression in the factory acts and elsewhere. This reaction was inspired partly by
humanitarian protests against the social conditions created by the Industrial
Revolution and partly by the wish to counter popular unrest of the 1830s and 1840s by
removing some of its causes.
Mass media today plan, produce and disseminate their messages taking nto
consideration the commercial aspects also. This theory, therefore, considers
consumers as primary targets and avers that mass media produce programmes keeping
in view the tastes, needs, wishes and status of the audiences. Mass media are operated
by big business houses, monopolies and multinational corporations. These lead to
intense competition among programme producers and mass media exercis tremendous
manipulative powers.

Also there comes about a large variety and diversity of information, opinion and
viewpoints reducing the chances of manipulation and lowering professional standards.
With the advent of multi- channel programming on television in India since 1990, the
laissez-faire environment is amply visible.

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Play theory

Media impacts have been interpreted in a variety of theories and models. Generally,
media are believed to be exercising corrupting or dangerous effects on masses.
Several communication scholars have highlighted media’s harmful interferences on
the audiences. Yet another view is that media provide audiences only with a ‘play
experience’. A communication researcher, William Stephenson, has said that media
are there to provide pleasure. Newspapers are not read for news or information, but for
pleasure and entertainment. Stephenson thus concludes that entertainment is the
primary function of mass media.

He branded media as ‘ buffer against conditions which would otherwise be anxiety


producing’. He interprets the impact in these terms because he feels that mass media
protect people from worries by deliberately focusing on the higher aspects of life. He
feels that this will lighten the burden of the audience. He believes that social
responsibility and several other obligations of people diminish pleasure of life for
them.

Therefore, the function of the mass media should be to help reduce the stress and
pressures on the people and provide such communication as to enhance their pleasure.
This theory generally applies to the field of broadcast media.

Uses & Gratification

The uses and Gratifications Theory arose out of the studies, which shifted their focus
from what the media do to the people to what people do with the media. The ‘uses’
approach assumes that audiences are active and willingly expose themselves to media.
The uses of mass media are dependent on the perception, selectivity, and previously
held beliefs, values, and interests of the people. The term ‘gratification’ refers to the
rewards and satisfaction experienced by audiences after the use of media; it helps to
explain motivations behind media use and habits of media use.

Three distinct groups of uses and gratifications studies can be distinguished. The first
of these groups conducts inquiries into the range of satisfaction derived from mass
media material. The second group looks at the social and environment circumstances
that are responsible for people turning to the media in the first place. The third looks
at the needs audience members are attempting to satisfy.

Uses and gratifications theory attempts to explain the uses and functions of the media
for individuals, groups, and society in general. There are three objectives in
developing uses and gratifications theory:

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1. To explain how individuals use mass communication to gratify their needs. “What
do people do with the media”?
2.To discover underlying motives for individuals’ media use.

3.To identify the positive and the negative consequences of individual media use as at
the core of uses and gratifications theory lays the assumption that audience members
actively seek out the mass media to satisfy individual needs.

McQuail (2000) summarised uses and gratifications theory into four areas.

1.The first is information, where we use the media to educate us in certain areas, such
as learning more about the world, seeking advice on practical matters, or fulfilling our
curiosity.

2.The second factor is personal identity, where we may watch television to associate an
actor character with our own. For example in the comedy Friends all the actors have
different personalities, we as the audience imagines or desires that we were them or
resembling them.

3.The third usage of media is integration and social interaction, and refers to gaining
insight into the situations of other people, in order to achieve a sense of belonging. For
example, when watching a movie, we may get very emotional because we experience
a sense of connection to the movie, and experience symptoms like crying, or covering
our eyes. Television also facilitates us in our personal relationship with friends as we
are able to relate and discuss details of media texts that we like in common with our
friends.

4.The fourth usage of the media identified by McQuail is entertainment, that is, using
media for purposes of obtaining pleasure and enjoyment, or escapism. For example
when we watch TV shows or movies we end up going into a new world of fantasy,
diverting our attention from our problems, wasting time when we are free and even
sometimes acquiring emotional arousal.

As opposed to the play theory, the uses and gratification theory says that ‘media serve
a variety of needs stemming from the personal and social situations of the
individuals’. Generally, the audience use mass media in two ways:compensatory and
supplementary. While compensatory use refers using media for education deficiency,
need of social success or raising one’s status. Media also helps in extending existing
knowledge parameters. The motives of uses and gratification theory can be subdivided
into four main categories:

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1. Diversion
2. Personal relationships
3. Personal identity, and
4. Surveillance

All these are based on audiences’ preferences to seek gratification for relief in times of
worry, tension conflict, and reinforcement to meet tough situation in social and
personal life.

Selective exposure, Perception & Retention theory

Selective exposure occurs when people tend to expose themselves selectively only to
communications which are in general accordance with their established convictions
and avoid communication which seem to challenge their beliefs. This theory relates to
media exposure of the audiences.

Selective perception means that the news that is regarded favorably is more likely to
be recalled by a reader, viewer, or listener than the items that are regarded
unfavorable. Also, the viewer will shape his or her interpretation of a news event
according to one’s attitude. Selective perception also implies the tendencies of media
audience members to misperceive and misinterpret persuasive messages in accordance
with their own predispositions. Two areas similar to selective perception are: selective
exposure and selective retention. Some persons habitually watch Doordarshan news
rather than Star news or Zee news, or read Outlook and not read Today. Researchers
find that selective retention plays a role in the effectiveness of efforts to change
attitudes through informational campaigns. People remember what they want to
remember.

There is a thin line of difference between selective perception and selective retention.
Selection retention, according to Joseph Klapper, occurs when a person who has been
exposed to a communication of a few minutes before, presents a distorted or
incomplete report of its contents, it is difficult to determine whether the content of
(media exposure) was selectively perceived in the first place, whether it was correctly
perceived but not retained, or whether the two processes complemented one another.
The difficulty of making such distinctions is obviously far greater, the period between
exposure and report is a matter of days or weeks.

Selective retention of pictorial material has greater possibilities. Therefore, as Joseph


Klapper points out, selective exposure, selective perception and selective retention do
not occur among all people in all communication situations. One or more of these

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processes occur among a stipulated percentage of audience. Researchers have found
that about one-third of a group does not practice selective exposure, one-fifth are
exposed to more communication opposing their interests. But it has been proved that
selective processes do occur most frequently.

Individual difference theory

The psychological approach to understanding communication effects gave rise to


many theories among which an important one is the individual difference theory. As a
different personality reaction to stimuli is different, thus individuals will react
differently to a particular media. Melvin Defluer and Everette Denis gave the
individual difference theory. Such reactions are based on the individual’s own
characteristics. Besides, when information flows to individuals, each human being
‘brings a unique pattern of predispositions to mass communication.’

An individual’s needs, attitudes, prior belief, and other cognitive and emotional states
play an important part in screening and selecting media exposure and interpretation.
This means that certain audiences are selective to what they read, listen to, or watch.
Besides, as Klapper says, it also means that the pattern of understanding and
interpretation of one person may be different from that of another who is attending to
identical media content.

Thus, recognition of individual differences was an important factor leading to


differences in the impact of media output on different individuals.

Besides, it also recognizes the existence of different social categories of audiences and
with different effects of the media output. The theory also recognizes the existence of
different impact on sub cultural groups.

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UNIT 4-ELEMENTS & PROCESS OF
COMMUNICATION
• Objectives
• To identify and discuss the essential elements of communication
• To discuss the process of communication
• To study the role each element plays in communication process

The various elements of the communication process are:

• Input. The sender has an intention to communicate with another person. This
intention makes up the content of the message.
• Sender. The sender encodes the message, e.g. the idea of "piece of furniture to
sit on" Thus he gives expression to the content.
• Channel. The message is sent via a channel, which can be made of a variety of
materials. In acoustic communication it consists of air, in written
communication of paper or other writing materials.
• Noise. The channel is subjected to various sources of noise. One example is
telephone communication, where numerous secondary sounds are audible. Even
a solid channel such as paper can be crushed or stained. Such phenomena are
also noise in the communicative sense.
• Receiver. The receiver decodes the incoming message, or expression. He
"translates" it and thus receives the
• Output. This is the content decoded by the receiver.
• Code. In the process, the relevance of a code becomes obvious: The codes of
the sender and receiver must have at least a certain set in common in order to
make communication work.
Communication is a dynamic process involving a series of actions and reactions with
a view to achieving a goal. How does it work? Think that you are in conversation with
your friend. You are a sender or communicator, formulate (encode) an idea or
message as best as you can, and pass on the message to your friend, who to the best of
his ability receives or acts on the message (decode). He responds by formulating his
own message and communicates to you (feedback) . If you think your message is
understood or well received by your friend, then you go ahead with the next idea that
you have in mind and the conversation goes on and on.

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Communication is, therefore, a two way process, that is, the ability to receive is as
important as the ability to send. For successful communication, feedback is crucial
because it tells how your message is being interpreted. It can make or break the
communication process.

Encoder Decoder

Sender Message Channel Receiver

Decoder Encoder

Noise

Feedback

Diagram 2.0 Act of Communication

In the above diagram, the communicator is the encoder, the message is symbol (verbal
or non-verbal), the channel is one of the transmission medium, the receiver is the
decoder, feedback is the response to the message, and noise is any interruption that
breaks down the communication.

These, in fact, are the essential elements or ingredients, which facilitate the
communication process. Each element plays an important role in making the
communication effective:
2.1 Communicator (sender or encoder) is the one who initiates the communication
process. He may be an editor, a reporter, a filmmaker, a teacher, a writer, a speaker, a
leader, or anybody who takes the initiative to start a dialogue. Before one speaks or
writes, the message is conceptualized first and then encoded. An effective
communication depends on the communication skill, knowledge level, and attitude of
the communicator and how he desires to affect his receiver. An ability to think, to
organize thoughts quickly, and express himself effectively are some of the attributes
of a good communicator.

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Somebody who uses appropriate words, sentences, tone, etc. may be called a good
communicator. He does not fumble, does not look for words and all that he says is
accompanied by appropriate gestures and delivered at an acceptable pace. Another
element, which is mentioned here, is knowledge level. We must be able to find out the
knowledge level of the persons on a particular topic before we start the dialogue.
Also, a person must never look down upon the people with whom he communicates.
He must never think that the receivers are inferior to him. The attitudes of a person
should be mature and the minimum respect due to the other person must be extended
to him.
Encoding is the formulation of messages in the communicator’s mind, that is, the
communicator not only translates his purpose (ideas, thoughts or information) into a
message but also decides on the medium to communicate his planned message. He
must choose the media (speaking, writing, signaling or gesturing) that the receiver can
comprehend well. For instance, an illiterate receiver will fail to understand a written
message, but can understand it well if told orally.

A message is what a communicator actually produces for transmission using spoken


or written words, photographs, paintings, films, posters, etc. a great deal of skill and
effort is required to formulate a message, the meaning of which should be
understandable to the receiver. Actually the purpose of communication is to influence
the receiver and get favorable responses so that appropriate decisions can be taken.
The success of communication, therefore, depends on what we say and how we say it.
A message can enhance or distort effective communication. For instance, in an
interview your intention is to impress interviewer, but if you give answers whose
meaning is not clear, the interviewer may perceive that you are incompetent for the
job.

A channel is the vehicle through which a message is carried from the communicator
to the receiver. The channels of communication are many-written, spoken, verbal,
non-verbal, mass media like TV, radio, newspapers, books, etc. choosing the
appropriate channel, one most suitable for the message as well as the receiver, is a
complicated task.

Success and failure of communication depends on the selection of the right channel.
For example, if you have prepared a campaign on ‘National Integration’ what media
would you choose to reach the intended audience? And even after selecting the media
you have to decide if it is feasible cost wise, taking into account the number of people
and the kind of people who will be exposed to your message, and certain other factors.
Actually your intention or desire would be to reach out to the maximum number of
people but for efficient communication your attempt should be to minimize time and
cost in the total information exchange effort.
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The receiver, at the other end of the communication, is the recipient of the message
and must possess the same orientation as the communicator. If the receiver does not
have the ability to listen, to read, to think, he will not be able to receive and decode
the messages in the manner the communicator want him to. For effective
communication, the receiver is the most important link in the communication process.
Decoding is the interpretation of the message by the receiver. Actually, the receiver
looks for the meaning in the message, which is common to both the receiver and the
communicator.
Feedback is the response or acknowledgement of receiver to the communicator’s
message. The exchange is possible only if the receiver responds. Even through
fluttering eyelids, raising an eyebrow, making a face, organizing a point and asking
for explanation, the message is shaped and reshaped by the communicator and the
receiver until the meaning becomes clear. In this way both participants in
communication interact and constantly exchange roles. In face-to -face
communication the receiver responds naturally, directly and immediately. This
provides the communicator an opportunity to improve and make his communication
effective. Feedback, thus, provides an opportunity to evaluate what is right or wrong
about a particular communication. It helps to regulate the conversation among two or
more individuals and also stimulates and reinforces an idea that is desired to be
communicated.
Noise is an interruption that can creep in at any point of the communication process
and make it ineffective. Environment is one major cause that interferes with message
reception: like noises from the roadside, constant chattering of individuals outside the
communication act, blaring loudspeaker, faulty transmission, etc. noise can occur in
other forms also; poor handwriting, heavy accent or soft speech, communication in a
poorly lit room, etc. in fact, these are barriers to effective communication. For smooth
and effective communication, it is necessary to eliminate or reduce noise as far as
possible.

Shannon breaks the process of communication down into eight discrete components:

1. An information source. Presumably a person who creates a message.


2. The message, which is both sent by the information source and received by the
destination.
3. A transmitter. For Shannon's immediate purpose a telephone instrument that
captures an audio signal, converts it into an electronic signal, and amplifies it
for transmission through the telephone network. Transmission is readily
generalized within Shannon's information theory to encompass a wide range of

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transmitters. The simplest transmission system that associated with face-to-face
communication has at least two layers of transmission. The first, the mouth
(sound) and body (gesture), create and modulate a signal. The second layer,
which might also be described as a channel, is built of the air (sound) and light
(gesture) that enable the transmission of those signals from one person to
another. A television broadcast would obviously include many more layers,
with the addition of cameras and microphones, editing and filtering systems, a
national signal distribution network (often satellite), and a local radio wave
broadcast antenna.
4. The signal, which flows through a channel. There may be multiple parallel
signals, as is the case in face-to-face interaction where sound and gesture
involve different signal systems that depend on different channels and modes of
transmission. There may be multiple serial signals, with sound and/or gesture
turned into electronic signals, radio waves, or words and pictures in a book.
5. A carrier or channel, which is represented by the small-unlabeled box in the
middle of the model. The most commonly used channels include air, light,
electricity, radio waves, paper, and postal systems. Note that there may be
multiple channels associated with the multiple layers of transmission, as
described above.
6. Noise, in the form of secondary signals that obscure or confuse the signal
carried. Given Shannon's focus on telephone transmission, carriers, and
reception, it should not be surprising that noise is restricted to noise that
obscures or obliterates some portion of the signal within the channel. This is a
fairly restrictive notion of noise, by current standards, and a somewhat
misleading one. Today we have at least some media, which are so noise free
that compressed signals, are constructed with an absolutely minimal amount
information and little likelihood of signal loss. In the process, Shannon's
solution to noise, redundancy, has been largely replaced by a minimally
redundant solution: error detection and correction. Today we use noise more as
a metaphor for problems associated with effective listening.
7. A receiver. In Shannon's conception, the receiving telephone instrument. In
face-to-face communication a set of ears (sound) and eyes (gesture). In
television, several layers of receiver, including an antenna and a television set.
8. A destination. Presumably a person who consumes and processes the
message.

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UNIT 5-HISTORY OF COMMUNICATION
• Objectives
• To trace the history of human communication
• To discuss the each phase involved in this history of human
communication

Evolution of the brain differentiated humans from animals, as among other things it
allowed humans to master a very efficient form of communication. Today, we have
developed impressive technologies and machines to keep in communication with each
other. The technologies like printing press, telephone, films, radio, television,
computers, etc have become very common. The discovery and advancements of these
technologies have been truly amazing and extraordinary.

The Beginning

Fossils record show that the first development in the evolution of Homo Sapiens
(human beings) took place about 70 million years back. Then humans were like rats
that lived during the period of dinosaurs. Millions of years passed before the first
primates or mammals with flexible hands and feet evolved. Then about five to one
millions years ago evolved an ape like creature called the Australopithecus Africans.
As the name suggests, this creature lived in Africa. It walked upright, lived in caves
and shelters with the family. Then appeared one of our early ancestors (Homo
Habilis). They were more advanced and the first one to discover fire. They lived in
bigger groups and started the civilization process.
Then came the Homo erectus who developed tools like the two-edged hand axes and
other cutting tools. Also they had a higher brain volume. The final development
occurred when the Cro-Magnon (Homo sapiens- sapiens) appeared. They lived in
caves and other such shelters and used complex tools. Also they were successful
hunters and had an elaborate social organization. They learned to preserve food and
make clothes. The Cro- Magnon also started carvings and cave-paintings. They
domesticated the animals and began the use of metals. They also started agriculture
and were identical to contemporary human beings in appearance and brain capacity.

The human evolutionary process became much faster towards the end. Also the
process of civilization became faster. This was possible because of their greater ability
to communicate. This ability helped the early human beings to invent, borrow
solutions from others and most importantly to accumulate knowledge. Scientists from

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various fields have developed the following chronology of development of human
communication:
1. The age of Signs and Signals
2. The age of Speech and Language
3. The age of Writing
4. The age of Print, and
5. The age of Mass communication

The age of Signs and Signals

The earliest human beings communicated like animals. They used noises and body
movements for communication. Certain constituted and mutually understood signals
and people living together in a small group used signs. These noises included the
growls, grunts, and shrieks. They couldn’t speak then because of their underdeveloped
voice box or larynx. They could only make sounds and not utter words.
The limited range of sounds and signals made communication difficult. Both encoding
and decoding were complex. Using these signs and signals; our ancestors could only
communicate about simple concepts and ideas. These simple signs and symbols of our
ancestors have now evolved into a well-developed system called ‘kinesics’ or the
science of body language. However, in those early days, these signs, signals, and body
movements formed a very slow and difficult system and did not allowed lengthy
communication. So the communication was slow and simple. Our ancestors also used
smoke signals and fire as modes of communication during this period

The Age of Speech and Languages

Cro-Magnon man made beautifully crafted stone tools. Also for the first time they
started to carve and paint, thus introducing art to the civilization process. They carved
representations of animals and human beings from stone, ivory, bone, etc. they also
painted cave walls. Many such paintings have been found in Spain and France. The
people of this period also made clothes from leather. They had also developed the art
of hardening clay by the use of fire. Above all these, their most important
achievement was the cave paintings.

The Cro-Magnon man had a skull structure, tongue, and voice box (larynx) just like
today’s man. And with these they could speak. Speech and language seems to have
originated about 35,000 to 40,000 ago. Fossil records of Cro-Magnon man show that
they live in Neanderthals. Their ancestors also lived in the same place and were
physically well developed and much stronger. They were capable hunters as they had

54
developed effective tools. Though the ancestors were well equipped, they became
extinct while the much weaker Cro-Magnon survived. The reason being in their
ability to communicate. This ability enabled them to pool their mental resources and
plan things. Thus, they could overcome the hardships of life and survive.

The Cro-Magnons used their ability to communicate to grow towards civilization.


They domesticated animals. Also about 10,000 years ago, they developed farming.
Instead of wandering from place to place, they settled near riverbanks and grew their
food in form of cultivation.

While all this was happening, language continued to be developed and polished
further. People moving from place to place-learned new languages and spread them.
They developed words, numbers, and rules of language, which made the use of
language much easier. Most importantly, language development helped in a big way
in the change over of human beings from hunting and wandering way of life to the
development of great civilizations. While language was not the sole reason for all
these, such changes would not have been possible without language.

Cave paintings

The cave paintings of Lascaux, the most advanced communication tool of the Stone Age.

The oldest known symbols created with the purpose of communication through time are the cave paintings,
a form of rock art, dating to the Upper Paleolithic. Just as the small child first learns to draw before it
masters more complex forms of communication, so homo sapiens' first attempts at passing information
through time took the form of paintings. The oldest known cave painting is that of the Chauvet Cave, dating
to around 30,000 BC. Though not well standardized, those paintings contained increasing amounts of
information: Cro-Magnon people may have created the first calendar as far back as 15,000 years ago.The
connection between drawing and writing is further shown by linguistics: in the Ancient Egypt and Ancient
Greece the concepts and words of drawing and writing were one and the same.

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The Age of Writing

It took thousands of years for human beings to develop speech and language. After
that, it just took few hundred years for writing to be developed. This comparative
shorter time span shows that with communication ability, development become much
faster. The history of the development of writing includes development from pictorial
or pictographic representations to phonetic systems. Pictography represented ideas
with the pictures or drawings. The phonetic system uses simple symbols to imply
specific sounds.

Pictography

Pictures are representations of objects, scenes, etc. These do not help much in
communication if they are not properly understood. Even today we use captions to
supplement photos in newspapers and magazines. So in early period, communication
with the help of pictorial depictions was difficult as there was no standardized
encoding and decoding process. So the first step is the standardization of these
pictures. Standardization meant that all the receivers understood these pictures-
symbols in the same way. This made communication easier. Many such inscriptions
of pictures are found in ancient valleys of Mesopotamia and Egypt. These were
crudely drawn pictures painted on walls of buildings. These included the sunrise
(beginning of a day), bow and arrow (for hunting), a wavy line (a river).

The Egyptians simplified this system and also developed a more elaborate system.
They developed what are now called ‘glyphs’ or symbolic characters. In the beginning
this Egyptians carved these glyphs on stone and later these were drawn or painted.
This Egyptian system of picture writing is also called ‘hieroglyph’ which is somewhat
similar to today’s Chinese script.

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Hieroglyphs

Hieroglyphs from Häljesta, Scandinavia. Bronze Age.

It took about 20,000 years for homo sapiens to move from the first cave paintings to the first Hieroglyphs, which are
dated to around 10,000 BC.It is possible that the humans of that time used some other forms of communication like-
specially arranged stones, symbols carved in wood or earth, quipu-like ropes, tattoos, but little other than the most
durable carved stones has survived to modern times and we can only speculate about their existence based on the
observation of primitive cultures such as those of Africa or Oceania.

Phonetic Writing

North to the Persian Gulf, lived another tribe, the Sumerians. They acquired the
Egyptian hieroglyphic symbols but found it to be difficult. So they developed their
own system of symbols. Instead of using ‘pictures in realistic details, they developed a
system of small, simple and stylizes symbols. They used sharpened sticks to draw
these pictures on tablets of soft clay. These symbols are now called ‘cuneiform’
writing. Most of these symbols have survived as the clay tablets were baked hard. The
most important aspect of the Sumerian system was letting each little stylized symbol
stand for a particular sound rather than an object or idea.

The advantage of this system was enormous. Instead of thousands of different


symbols, each representing an object or idea was used. Each symbol was assigned a
particular sound and these symbols were combined to form words. This was called the
phonetic system. Our present system of alphabetical writing, in which each consonant
and vowel has its own sound and character, is a much simplified version of the
Egyptian system.

The Sumerian system now had only about a hundred symbols instead of the thousands
of symbols of the earlier systems. This made literacy easier to acquire as one had to
remember only about hundred or so symbols to be able to write.

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Pictograms

Pictograph from 1510 telling a story of coming of missionaries to Hispaniola

A pictogram (pictograph) is a symbol representing a concept, object, activity, place or event by illustration.
Pictography is a form of proto- writing whereby ideas are transmitted through drawing. Pictorgaphs were the
next step in the evolution of communication: the most important difference between hieroglyphs and
pictograms is that hieroglyphs are simply showing an event, but pictograms are telling a story about the
event, thus they can for example be ordered in chronological order.

Pictograms were used by various ancient cultures all over the world since around 9000 BC, when tokens
marked with simple pictures began to be used to label basic farm produce, and become increasingly popular
around 6000-5000 BC.

Alphabetical writing

The next development was Alphabetical writing. This came about 1000years after
phonetic writing was developed. People were not satisfied with even the hundred odd
symbols so they reduced the symbols to about two dozens. Other development was the
simplification of these symbols. Many variations of alphabetical writing were
developed around the world. The Greeks by around 500 BC developed the most
simplified and standardized form of alphabetical writing. The Greeks also added ‘five’
vowels to the alphabets. These Greek alphabets were passed on to Rome. The Romans
modified and improved it even further. They developed the capital and small letters.

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Alphabet Writing

26th century BC Sumerian cuneiform


script in Sumerian language.
One of the earliest examples of human writing.

A Specimen of typeset fonts and languages, by


William Caslon, letter founder; from the 1728
Cyclopaedia.

Development of portable media

The pictographic symbols were carved on stone or painted on wall. Same was the case
with the Egyptian hieroglyphs. The Sumerian cuneiform writing was ‘written’ on clay
tablets or stone slabs. The biggest advantage with these was that they were
‘permanent’ to a great extent and could not be easily destroyed. The biggest problem,
however, was that of ‘portability’. These writings, whether done on walls, stone slabs
or clay tablets, could not be transported easily.

To overcome this problem, the Egyptian developed a kind of durable paper from
‘papyrus’ plants about 2,500 BC. Papyrus was light as compared to stone or clay. Also
writing on papyrus was easy using brush and ink. The earlier process of chiseling on
stone was laborious and time consuming.

Papermaking was first started on the Nile Delta where papyrus plants were found in
plenty. Fresh green stems of papyrus were cut, laid crisscross on each other, and

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pounded till they formed one single mass. This mass was then pressed and dried to
form paper. The Mayan people, who were among the most advanced spiritually and
intellectually found, that the inner bard of ficus trees was light in color and much
softer. This bark could be pulled out in big sizes-up to six to eight inches wide and 20
feet long. They cut these sheets of bark, beat them to uniform thickness, dried, and
prepared paper. The Mayans were so sophisticated in preparing paper and writing that
they had been able to develop complete libraries full of books.

Some other civilizations also started making their versions of lighter, easy to write and
easily transportable writing material. In India, palm leaves were used for a long time
for writing.

All this led to easier production of written material, which could be read easily.
Religious doctrines and scriptures could be easily recorded. Observations of nature
and natural calamities, successful treatment of diseases and many such important
things could be recorded.

Human mind was now freed from the burdensome task of having to remember entire
cultures and reproduce them through memory. The human mind could now
concentrate on more productive ventures.

The age of Print

Printing was one of the greatest human accomplishments in the field of


communication after the development of language and writing. The earliest attempt at
printing involved preparing printing plates by carving wooden blocks, stone tablets, or
metal plates. The text matter and other matter to be printed were transformed into a
raised and reverse format. This was done to facilitate transfer of ink from the raised
surface. Later it became known as ‘relief printing’.

All these activities including engraving, inking, and transforming the images on to
paper were done by hand. This manual practice was time-consuming, laborious, and
prone to errors. Also the end result was not of good quality. More number of copies
could not be printed. Also not much works could be done by this method.

By the fifteenth century, many parts of the world had developed technology for
producing paper and ink along with a technique for printing manually. The biggest
change came in the middle part of the fifteenth century and Johann Guttenberg; a
goldsmith from Germany was the moving force behind this revolution. He is credited
with the two important developments, movable types, and mechanical printing press.

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Guttenberg experimented for years before he came up with square shaped metal
castings bearing individual alphabets on them. These alphabets were raised and in
reverse. This way originated readymade movable types and all was needed as to
arrange the ready-made types in the required sequence.
The other invention of Guttenberg was the mechanical printing press. He was inspired
by the juice-making machine, which was being operated by his wife. He developed a
machine that had two platforms, a mobile one for the plate of type or image plate and
one stationary one for the paper.

Other modifications included a process for inking and finally a mechanism for
bringing the two surfaces together for the transfer of images. Using his two
inventions, Guttenberg printed an elaborated decorated book, ’42-line Bible’. It is one
of the finest examples of the printer’s art ever produced. Sadly, he never got anything
out of his 20 years long passionate mission and died in poverty some ten years after
inventing what was perhaps the biggest inventions after the wheel.

Spread of literacy

The beginning of the sixteenth century saw thousands of books being published in
great numbers. From religious books to educational books, printing finally led to
newspapers. And by the eighteenth century, newspaper had become a powerful tool of
communication. The greatest effect of printing were:

1. Expression of knowledge covering a broad range of ideas and feelings


2. Permanence of records
3. Swiftness, and
4. Diffusion of information to all classes of people

The age of Mass Communication

Printing started a new era of communication as people around the world got to know
about developments in other parts of the world. This led to new inventions and
discoveries. By mid-nineteenth century, telegraphy was invented. Though it was not a
means of mass communication, it was indeed a great initiation, which resulted in the
development of radio and television broadcasting technologies. Motion pictures made
their way in the end of the 19th century. The 20th century began with cinema becoming
accepted as a medium of entertainment. Radio broadcasting began in 1920 and two
decades later, in 1940, came the television.

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While radio and television were spreading all over the world, new media were being
invented. Cable TV, VCR, etc. followed soon. Satellite technology, which was
developed much earlier, was used for weather forecast, etc, was now being used for
broadcasting. This gave birth to the concept of satellite radio and satellite television.
Next came the computers, which were initially used for calculating and computing.
Soon satellites and computers were brought together to form a network connecting
people all over the world. The international network or Internet with its world wide
web (WWW) has finally turned the world into a global village.

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UNIT 6-BARRIERS OF COMMUNICATION
• Objectives
• To study the language and semantic barriers
• To discuss organizational, physical, and socio-psychological barriers

Introduction

Planning, preparation and practice of communication will be incomplete and


unsuccessful unless one identifies and understands the barriers of communication.
These barriers are physical, sociological, and psychological obstacles that interfere with
the planning, organization, transmission, and understanding of the message. There are a
number of such obstacles that can occur in the process of communication. The natural
result of such obstacles or interfering factors is the misunderstanding of the message.

These factors interfere with the self-confidence, self-disclosure, and self-consciousness


of the communication senders and receivers. The barriers of communication are dangers
to any organization if they are not removed on time. When the communicator transmits
the idea in an unchanged and undistorted form to the receiver and the receiver responds
to it, then, the process of the communication is supposed to have been perfect. But this
process of ‘perfect’ communication can never exist due to the number of factors, which
stand in its way as the barriers. The communicator has to identify and understand the
reasons for poor communication in order to communicate effectively. Understanding
the process of communication is the first step towards improving the abilities and skills
of communication, but understanding the factors that prevent us in transmitting the
exact meaning is very essential for effective communication.

Language Barrier

Lack of common language

Language uses oral or written symbols to transmit meanings from one person to
another. Every human language has its own vocal symbol system and its own
grammatical structures. If the communicator and the receiver belong to different
language groups, their ignorance of each other’s language or the lack of common
language will be a barrier to communication between them. It is not possible for them to
communicate with each other unless they know some common language, which is
properly, understood by both of them. An English speaking boy and a Tamil speaking

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boy will not be able to communicate without a good knowledge of each other’s
language. If both of them know a common language, says Hindi their knowledge of
Hindi word, phrases, clauses, and sentence-structure should be adequate to express their
thoughts and feelings.

Semantic Barrier

Words are said to have no meaning but they represent arbitrary meaning associated with
it. A word may have a variety of meanings and the meaning attributed to a word by the
communicator may not be the same as that of the receiver’s attributed meanings of that
word. A word can have different meaning to different people at different occasions. It is
found by the experts that people attributes 14,000 different meanings to 500 commonly
used English words. Therefore, the sender and receiver are many a time likely to
attribute different meaning to the same word. Sometimes, they may use different words
to communicate the same meaning. There are many words in English such as light,
cheap, etc. which can be used with favorable as well as unfavorable connotations. A
word can stand for its positive or negative connotations. Sometimes, the receiver
wrongly enters the intended meaning of the sender’s word by attributing negative
meaning to it.

Poor vocabulary

Poor vocabulary makes our message more difficult and less effective. Our pen falters
and tongue fumbles when we probe into our brain for a suitable word or phrase. The
words have different connotative and denotative meanings. The communicator needs to
know them clearly in order to use them with clarity and precision. Words stand not only
for their meanings but they are also charged with action and emotions. When the
communicator and the receiver understand these word-associations, they are capable of
using them as living entities. Poor vocabulary does not allow the communicator to write
or speak effectively. If does not allow the receiver to understand the message clearly. If
the receiver does not understand the words, he cannot properly comprehend the
sentences.

Poor grammar and punctuation

Poor knowledge of grammar and punctuation is a barrier to verbal communication. A


good vocabulary is useless unless the communicator acquires the knowledge of how to
use it in a sentence. More than ever before, the people involved in written and oral
communication today must have superior grammar skills because an understanding of
grammatical structures provide excellent basis for effective writing, speaking, listening

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and reading skills. If the communicator is not able to choose the correct verb form that
agrees with a given noun or pronoun, if he is not able to select exact adjective or
adverb, or to join the words properly, he will not be able to communicate his ideas,
thoughts and feelings fully and correctly. In addition to a good grammar, knowledge of
punctuation is essential for effective communication. Many of us do not pay adequate
attention to it. But it must be remembered that the faulty and improper punctuation can
change the intended meaning of the sentence. The absence or misplacement of a
‘comma’ can prove to be misleading to the reader.

Roundabout Verbiage

Roundabout Verbiage consists of the usage of overworked, troublesome, and exhausted


words and phrases, which usually cause a considerable amount of misunderstanding and
confusion. It is a long-winded way of saying the meaningless padding. By avoiding
such roundabout verbiage, we can add a good deal of liveliness and simplicity of
expression to our written as well as our oral communication. For example, instead of
saying ‘in the majority of cases’ or ‘ in a number of instances’, we can say ‘some’ or ‘
usually’ instead of saying ‘ commence’ we can use ‘start’ or ‘ begin’. By omitting such
words and phrases, we can save the message from hollow pomposity.

Physical Barriers

Noise

It interferes with the transmission of the signals. It also refers to the ‘unwanted’ signals
of messages, which interferes and disturb the reception of the wanted signals. This
disturbance is usually in the form of sounds, but it need not be always the sounds. It can
be in visual, audio-visual, written, physical or psychological form also. There are many
people who communicate with a little signal and much noise. In fact, they communicate
extraneous matters, which may diminish the interest in the receivers or may even annoy
them. Anyway, they tell the receiver something more than they are required to
communicate. Their extraneous distracting signal can be the result of their wandering
minds-it can be because they try to communicate something more about themselves.

Technical or physical noise refers to loud noise of the machines or blaring noise of the
stereo and such other noises, which makes it difficult for any listener to receive the
‘wanted’ message. Visual noise can be experienced when a committee member arrives
late at the meeting hall and all the committee members are distracted by his arrival.
Poor telephone connection which interrupt conversations, smudged typescripts and bad
handwriting are some examples of the technical noise.

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Time

The frequency of communication encounters affects the human relationships and the
intensity of human relations is affected by the amount of time that passes between these
encounters. If the employee does not communicate with their superiors for a long time,
or if husband and wife stay away from each other for a ling time, it may create a
communication gap between them, which may affect their relationship. Time can act as
a barrier to communication in some other ways also. A guest who arrives at midnight
will not be able to communicate well with the host who might feel embarrassed or
disturbed in his sleep. Time will not allow two communicators to talk to each other if
they work in different shifts. A phone call at midnight can irritate or embarrass the
receiver. A husband who keeps his wife waiting for a long time will not find it easy to
communicate with her.

Distance

The distance between the communicator and the receiver can be a strong barrier to
communication, if the technical devices of communication such as telephone, telefax,
etc are not available to link them. Faulty sitting arrangement in the office can create a
kind of communication gap, which can be eliminated by adjusting the distance.
Distance between the workbenches in the offices or in the modern production
departments and half partitions between them are the distance barriers, which severely
limit the communication among the employees. By minimizing the physical distance
down to the personal distance that ranges from 1.5 to 4 feet. The boss can minimize the
status difference between himself and his employees. A friend or a colleague who
ceases to maintain the personal distance, i.e. 1.5 to 4feet, and keeps himself always
beyond the distances of 12 to 25 feet is a friend who keeps communication gap.

Age

The age, maturity, educational background, and the eras in which a person grows up
make a generation, which inevitably comes in the way of human communication. The
generation gap becomes obvious in their use of vocabulary and style of speeches and
the values of life to which they stick or adhere. Considering his age and maturity, we
tend to apply different standards of judgment to judge the statements of the speaker. For
example, in an organization older workers gradually form their social group, which
often remains apart from the younger workers. Their likings and interests are different
and they take less interest in sports, cocktail parties, and movies. Gradually, the older

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workers feel socially isolated and insecure because of the widening gap of
communication between the older workers and the younger workers.

Sex

Men and women communicate with one another according to their sex. When they
work together in a group, men tend to be more assertive, acquisitive, self-confidence
and aggressive than the women. This may be because a five year boy is encouraged to
‘hit back’ by his father, but the boy’s sister is told that girls ‘don’t fight’. Thus, sex
stands as a barrier to a direct, honest, and appropriate expression of a female’s thoughts,
opinions, and beliefs. On the other hand, man is more assertive of his thoughts and
opinions. It is found that women are more likely than men to express their emotions and
feelings about a situation. But, it must be remembered that these are general tendencies
of sex-typed communication behavior and not the rules. The girls tend to be less
aggressive because they receive negative results such as rejection, criticism for such
behavior. They are brought up with the feeling that aggressiveness is unfeminine. A
girl, who is brought up with such feminine conceptions about her, may try to avoid a
frank eye contact with the interviewer and may even speak in a voice that is almost
inaudible.

Social-psychological Barriers

Status barrier

Statue is a position or social rank of a person in a group. It depends on the person’s


abilities, amount of pay, job-skills, seniority, type of work assigned, age, etc. statue
reflects the degree of power, authority, importance and responsibility placed on an
individual by the other people in the society. The people at the lower status are usually
afraid of communication unpleasant and unfavorable information to the high-status
people. They get scared of entering into the air-conditioned cabins with runs on the
floor and a number of telephones on the table. They become conspicuous of their own
status in relationship with the status of their superiors.

This status consciousness is harmful in the process of upward communication. People


fear that the unpleasant facts communicated to their superior might bring adverse
effects on them, if the information displeases the superiors. They are reluctant to
communicate their problems, shortcomings, mistakes and other unfavorable information
to the higher-ups because of their fear that the superior might consider them
incompetent and unworthy to do their jobs. They do not show courage of offering
suggestions and plans of improving the organization and its procedures for the fear of

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being called arrogant by their superiors. The high -ups too are strongly conscious of
their status. In order to safeguard the dignity of their status, they avoid accepting
suggestions fro m the subordinates and presume that their higher status stands for better
knowledge and competence than any of their subordinates. These assumptions prove
serious barriers to communication between them.

Attitudes and values

The attitudes serve the personal needs of the people. They provide need satisfaction to
the individuals. When the message is unfavorable to the receiver, he cannot be easily
persuaded by it. The people in terms of their attitudes and values interpret the message.
Their attitudes and values are different not merely because they are physically different
but also because they have different backgrounds. They deal with the individuals and
events according to their attitudes and assumptions. Their personal attitudes, values, and
opinions are the barriers to an effective communication.

The most agreeable information for anybody of us is the one, which is favorable and
palatable to our opinions, values, norms, and attitudes. The message, which runs
contrary to our views and beliefs, is not easily acceptable to us even when it is factual
and true. We promptly accept the government policy if it is favorable to our business,
but we express our strong resentment towards it if it adversely affect our business. Even
the process of interpreting the message is consistent with the existing attitudes and
values. It is due to the fact that our thinking is colored and characterized by our attitudes
and values. Sometimes, these attitudes and values can have emotional basis. Such
attitudes are extremely difficult to change.

Different perception of reality

Francis Bacon has said, ‘ Man prefers to believe what he prefers to be true’. The
individual experiences and their interpretations are never identical because their
perceptions are different. If two friends see a movie together, their interpretation, of the
events and the characters in it will certainly be different.

The communication barrier arises as a result of different selective perceptions of the


same object or idea by two or more people. Our physical senses like hearing, sight,
taste, touch and smell are our contacts with the physical world. Some people have
limited range and power of their senses, whereas some people have very acute and
strong senses. These physical differences are also responsible for different perceptions
of the existing things. Human needs are strong motivating factors, which can very easily
alter his perceptions. Poor children tend to estimate a coin of 50 paise to be physically

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larger than the children coming from the rich families. We create our own reality
through selective perception, which hides certain things that are there and see certain
more things than which are present there.

Inference

Our everyday life is full of various activities based on inference. When we get up from
bed at 8.00 a.m. we infer that mummy might have already started her housework. When
we sit down at a table to write, we infer that the chair will support our weight and ink
will flow from the pen. Thus, the statements, which are based on the facts and go
beyond the facts, are inferences.

We may have good reason to expect that our inferences will be correct, but they may
prove incorrect due to some unpredicted probability. As inferences go beyond the facts
in making certain statements, they can give wrong signals too. We are to interpret
symbols on the basis of assumptions, which usually prove correct, but we must be
aware of the probability that they may sometimes prove incorrect. When we travel in
the state transport bus, we infer that we may reach safely at our destination, but this
inference may not prove correct if the bus is caught in some accident. The inferences
drawn by the specialist are many a time reliable because they are based on verified
facts, but the inferences of the non -experts should be accepted after receiving more
feedback from the concerned people.

Abstracting

We use language to communicate our experiences and feelings, but we cannot


communicate every detail of it. We cannot communicate every detail of our experience
to others. Also, we focus our attention on some details and do not bother about the rest.
We prepare a business report on our observations of the various events in the market.
While preparing it, we abstract the reality and report only the valuable characteristics of
the market. We observe partially and communicate partially because our experience of
the event is also partial. When we try to convert our experiences and observations into
words, we further abstract it by using selected words, which involve leaving out the
details. If we try to completely describe a simple object like a ‘shoe’ we would require
several volumes for it, which would still be insufficient to describe the object.

Closed-Mindedness

A person may close his mind to communicate receptions, if he considers himself to be a


person who knows ‘all’ about a particular subject. It is very difficult to communicate

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with a man who has deeply rooted prejudiced mind. Such a man is not prepared to
receive any message on a subject about which he assumes to know everything. His
mind is closed to new ideas, facts, and suggestions. If an employee approaches his
closes-minded boss with some suggestions to improve the work of a business unit, the
boss would retort the employee by saying that he knows better than the latter regarding
what should be done for the betterment of the organization. Perhaps, he may further
warn the employee that the latter should never try to teach him again. Thus, he
completely rejects the information and recommendations of the communicator even
before he knows the real facts. The reason behind his closed-mindedness is his deeply
rooted prejudices.

Distortion, filtering and editing

When a message is transmitted through translations, interpretations, explanations, and


simplifications, some part of it gets distorted or lost. The accuracy of the message is lost
and the transmission becomes imperfect as the message goes through the filters of
translations and simplifications. The upward communication also tends to be distorted
and filtered. The negative effects of the informal channel like grapevine are due to
distortions and filtering. The message in grapevine receives fresh additions with every
repetition until it gets worst. Thus, often the original information communicated
through formal and informal channels gets lost or distorted to a large extent and very
little of it is retained.

Bad listening

Bad listening is one of the major communication problems. Misunderstanding and


conflicts can be reduced if people would listen the message with enough attention. Most
people do not listen very well due to various distractions, emotions, excitement,
indifference, aggressiveness, and wandering attention. One of the major reasons for bad
listening is an individual’s continual thinking about his own problems and worries. The
poor listeners always feel that the thought in his mind is more interesting than what the
speaker is saying. A college student involves himself in thinking about his girl friend
rather than listening to the lecture of his professor.

Bad listening can also be due to some strong reason for worrying. An employee may get
engrossed in worrying about the sickness of his daughter rather than listening to the
instructions given by his manager. Some listeners mentally argue with the speaker
before comprehending the complete message. This usually leads to misunderstanding
and conflict. Their impatience to talk out their thoughts and their lack of interest in the
message contents are strong barriers to communication.

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Emotions

Negative emotions are obstacles in the communication. Emotions are our feelings about
the world around us. Usually, the positive emotions such as joy, love, or affection do
not interfere with communication, but the negative emotions act as strong barriers to
effective communication. Emotionally excited communicator is unable to organize his
message properly. His excited or nervous state of mind does not allow him to think
clearly. He expresses his blurred thoughts with gesticulations and keeps on repeating
the same words. He cannot even grasp the message sent by the communicator in its true
sense. This is especially true when one’s negative emotion is uncontrolled and
misdirected. It makes him blind for reason. Almost anybody who comes across such an
irritated person becomes a victim of his unfocused negative emotions. The perplexed,
nervous, and excited state of mind never allows smooth flow of communication.

Resistance to change

If we receive a message, which proposes a new idea, we tend to be inattentive to it. The
new idea is rejected consciously or sometimes unconsciously if it conflicts with our
beliefs, morals, values, attitudes and opinions of the receiver. The average adult human
mind ignores the new idea, especially when he feels insecurity and uncertainty about its
aftermath. He feels that the things go along just fine with him and he would be insecure
if the changes are introduced. He is also suspicious about its success in future. Because
of its uncertainty, he hastily concludes in his mind that the proposal would not be
successful. He even further feels that the proposal would make things worst for him.
The new idea is considered as a drastic proposal, which is not needed. Thus, the average
human mind, which resists change, does not accept the new ideas from the
communicator.

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UNIT 7-TOOLS OF COMMUNICATION

Tools for Communication

In Tools for Communication you will be exploring the components of effective


communication. They are reflective listening, identifying nonverbal cues, and
responding with understanding and using effective problem solving techniques.
Thus, these techniques of communication are useful to increase your personal
effectiveness at home, at work, in the community, in relationships, and with yourself.
Opening up yourself to your feelings and the feelings of others requires practice.
All forms of life upon the planet Earth were granted one great and wondrous gift: the
gift of communication. Instead of being forced to exist in solitude, this gift allows
interaction, a sharing of feelings.

Humans are especially fortunate because they have developed many ways to use their
gift. These include music, dance, art, theater, literature, gestures, the written word, and
word of mouth. The creation of different ways to communicate does not mean we can
sit back and take our gift for granted. When we were infants, all we needed to do was
cry and our desire for food, a clean diaper, or love and nurturing companionship was
met. Now that we are older, however, we can no longer count on others to interpret
our cries. We must use our gift of communication effectively through clarification,
patience, understanding, sympathy, intelligence, compassion, and tact; we must
exercise self- control so others can use the gift of communication by careful, effective
listening. By sharing this gift of communication mankind is exalted. The following
tools of communication should be sharpened and polished for effective
communication:

DICTION

The extent of vocabulary and choice of appropriate words

The use of words depends not only on the given subject but also on the occasion,
media, the type of communication receivers, and the conditions under which a person
communicates. The essential vocabulary for discussing a technical problem in an

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engineering industry will be different from that which is used for a similar purpose in
an agricultural industry. A communicator can be found using different vocabulary for
the oral and written media. Similarly, one will use different vocabulary while
expressing his thoughts before the people in different walks of life. In every
communication situation, the choice of appropriate words aims at adapting them to the
understanding of the receivers.

Technical vocabulary may be essential for discussions on technical problems among


the group of professionals, but if such vocabulary is used before the general public or
to a layman, it will not be properly understood. The jargons and technical words are
intelligible only to the people working in a particular field and such words can sound
strange and misleading to the common man. The journalists, good writers, and
speakers generally use standard vocabulary. It is appropriate for all occasions and for
all the people.

Colloquial and slag words

Colloquial words and expressions can be used in informal communications situations,


especially in informal social groups, but it can be object able in formal speech and
writing. Slang is a vocabulary, which consists of widely current and humor words. It
also refers to violent and abusive use of words in a language. It is commonly used in
talk but it is unsuitable for good writing and speech at formal occasions.
Efficacy of words

A successful communicator carefully selects the words, which have positive


connotations. He is keenly aware of the receiver’s potential reactions to his words. He
anticipates the possible interpretations of the words by the audience or the reader who
receive the message. He uses concrete words that carry specific and clear meaning
instead of using abstract words that carry vague meaning. Avoid pompous words and
use simple everyday words. Positive words used at the beginning of the message, or at
the time of greeting someone face-to-face, can create warm, friendly, and comfortable
atmosphere. Similarly, a lengthy message can have its negative effect on the receiver.
Most people value their time so unnecessary words should be avoided and correct
words selected to express thoughts and feelings.

SENTENCE

Along with the words selected in a particular sentence, correctness in grammar,


spelling, and tone of a sentence, variety in sentence pattern, special emphasis on ideas,
conciseness of expression, length of a sentence, phrases in a sentence, repetition and

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the style of speech and writing are some of the factors to study effectiveness in a
sentence.
Variety in sentence structure

Variety in sentence structure is required for effective speech and writing. In order to
avoid monotony, the successive sentences should be written in variety of sentence
structure. Repetition of the same word or phrase at the beginning of every sentence
results in monotony. Similarly if every sentence follows the same pattern, the message
will be dull and monotonous. Use variety of sentence patterns, as it will stimulate the
receiver’s interest in the message and thereby help him to read the message carefully
and to understand it thoroughly.

Repetition of words, phrases, and clauses

A series of sentences, each consisting co-ordinate clauses connected by ‘and’, ‘or’ and
‘but’ can result in a monotonous message. Careless repetition of the same sentence
pattern is often a result of communicator’s limited vocabulary and inadequate
knowledge of phrase and clause structure. It may also result from his unwillingness to
make efforts for finding a substitute sentence pattern to express the same thought or
feeling. In order to avoid the repetition of certain words belonging to a certain part of
speech, the communicator has either to change the sentence pattern or has to substitute
the word with a synonym. A word can have several shades of meanings, but the same
word should not be used in two or more different senses in the same sentence.

Giving special emphasis

A short sentence can be a means of effective expression if it is used properly. If a


thought or an idea is to be given a stand or prominence, it can be conveniently placed
in the pattern of a short simple sentence. But, the habitual use of short sentence
usually results in a jerky style of speech or writing. In order to avoid the habitual use
of short sentences, care must be taken to restrict the use of short sentences for the
purpose of giving special emphasis on a particular thought or idea in the mind of the
communicator.

While emphasizing certain idea in a sentence orally, the communicator can make use
of the variations in his voice and gestures, but, while emphasizing it in a written
sentence, he can underline or capitalize certain words, phrases, or clauses. He can
position the key word at the beginning of the sentence to draw attention of the reader
to the key idea. The most prominent positions in a sentence are the beginning and the
end, and such positions in a sentence are the key words. Thus by transporting a word

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from its normal position to the beginning of the sentence, the writer places the word
on the stage. Similarly, he can end a sentence with a worthwhile emphatic word or
phrase.
Conversational Tone

The communicator must use pleasant and positive conversational words in the
sentences constructed in active voice. The active voice sentences are more direct,
more forceful and thereby more conversational than the sentences written in passive
voice. A common fault in the effort of achieving conversational tone of a sentence
occurs when the communicator uses pet words and phrases to describe people, places,
actions, occasions, and objects. The unnecessary, overused, and superfluous words
and phrases, like ‘you know’, ‘you see’, ‘do you get my point’, should be eliminated
from the conversation.

THE PARAGRAPH

A paragraph is a group of related sentences that deal with a distinct unit of thought for
a specific purpose of developing the subject of an article. Each sentence in a
paragraph presents a smaller division of thought and each paragraph, as a part of an
article as whole is concerned with a different unit of thought that contributes to the
development of theme.
Organization of thoughts and ideas

Every sentence in a paragraph has definite purpose of contributing a smaller division


of thought to the development of the topic. The first sentence of a paragraph usually
opens with the main idea and the following sentences are used for presenting
supporting material. Presenting the relevant facts at the beginning and announcing the
main idea or final decision at the end is an indirect approach pattern. The end of the
paragraph comes logically after the discussion of the main and supporting material of
the paragraph. Sometimes it restates the topic statement sentence with which the
paragraph begins. Third way of paragraph ending is to paraphrase the topic by giving
an exact statement of the ideas covered in the paragraph.

Coherence

There must be logical relation between any two successive paragraphs, which consists
two different phases of thoughts. In the succeeding para the discussion in the previous
paragraph is completed. The paragraphs, which are closely and logically related in

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thoughts, are grouped together. Using the transition devices between them indicates
the logical sequence between such paragraphs.
Length of paragraphs

The length of each paragraph in a letter, memo, or report can have its visual impact on
the reader. Besides the cognitive effect of its thought content, the visual effect of the
length of a paragraph can be a controlling factor of the reader’s reactions. The heavy
blocks of long paragraphs certainly discourage the reader to continue his reading. The
short paragraphs, on the other hand, break up the heavy look of the reading material.
The visual impact of too many short paragraphs is as negative as that of the overly
long paragraph. The thought in short paragraphs can be more readily grasped than that
in the larger ones, but each paragraph in itself should have sufficient importance to be
treated as a separate and properly developed paragraph.

PUNCTUATIONS

In oral communication we use pauses, intonations, gestures, volume and non-verbal


body language to help the receiver to see the ‘points of division’ and the ‘relation in
thought’ between the words, phrases, clauses and sentences. But, these and many
other tools of oral communication are not avoidable to us in written communication.
In a written message, punctuation helps the reader to understand the points of division
in the sentences. Punctuation marks allow us to tell the reader about the pauses and
points of division that further indicate the relation in thought between those groups in
the sentence. Punctuation bridges or breaks the thought content of the words or word
groups in a sentence. If the appropriate punctuation marks are not used, the writer will
not be able to impart clear message to the reader. When the punctuation marks are
used in wrong manner, it shows false division and wrong relationship between the
groups. It can ultimately lead to misunderstanding and confusion.

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UNIT 8-EFFECTIVE
COMMUNICATION PRINCIPLES
The essentials of effective communication are:

1. Positive and pleasant approach


2. Appropriate tone, pitch, quality, force and intensity of voice
3. Clarity of purpose and objective of communication
4. Clarity of thought and expression
5. Adequate knowledge of the subject
6. Adequate knowledge of the communication receiver
7. Objective and realistic approach
8. Self-confidence and conviction
9. Organization of message
10.Proper selection and use of the media
11.Proper selection and use of the channel
12.Appropriate formality
13.Patience in listening
14.Adaptability
15.Attentiveness
16.‘You’ attitude
17.Courtesy
18.Time consciousness
19.Conciseness and relevance
20.Correctness
21.Completeness

Effective written communication

C’s of written communication

Written communication occupies an important position in the communication sphere, so


written communication has to pay adequate attention on certain principles of necessity.
The essentials of every written communication are principles of unity, coherence, and
emphasis. These principles along with other essentials of effective communication, like
language, planning, and organization make the written communication effective.

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The 7’s :

Clarity: The writing should be correctly planned and expressed in a logical way, and
the writer should make sure that the ideas flow smoothly from beginning to end. The
message must be so clear that even the dullest man in the world should readily
understand it. The communicator must be very clear about all the aspects of the idea
in his mind and about the purpose for which it is to be communicated. Next to it, he
must be clear about the selection, suitability, and usage of the medium. The signals of
the encoded message must be carefully composed of and transmitted well.
Clarity of written language is the first and foremost emphasis one should seek in
writing. So clarity of language is a form of courtesy. Clarity, therefore, can be
achieved in writing by taking pains by writing to serve the purpose rather than to
impress readers. Understanding the subject bring about clarity in the writing. Don’t
jump about from one part of the writing to another and then back to the first aspect.
This is confusing for you and the reader. Deal with each aspect separately and clearly.
Clear description brings about the script alive, takes readers to where you have been
and evokes atmosphere. It can bring flavor in the most arid and dry news story and
make the difference between a report that satisfies and one that does not.

Completeness: It is an essential factor for effective communication. A message must


be organized appropriately in the sense that it must include all the important ideals
and its details. The contents of the message must be checked in order to verify that
there is no omission of the relevant details. An incomplete message can do little to
convey the information and to persuade the receiver. All the aspects of the message
must be grouped and brought together in logical sequence to prepare meaningful
thought units. The communicator effort can be more fruitful and effective if the
receiver easily reacts to the sender’s message. The incomplete messages may create
doubts in the receiver’s mind. The receiver of the incomplete message feels angry,
confused, and irritated by it.

Effective writing communication implies a condition of being complete and clear. The
principles of unity or completeness apply at three levels; one, the individual sentences
must be unified. Two, individual paragraphs must be unified and three the totality of
the script must be unified. The first principle states that each simple sentence must
contain a single idea clearly expressed. All sentences relating to a particular matter
constitute a unified individual paragraph. Each paragraph in a section forms a unit of
thought. All units of thoughts structurally constitute the message of entire
communication or a unified message. Each unified individual sentence conveys only
one central idea. It must be direct, simple, brief, clear, and vigorous. Too much use of

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buts, ands, pomposity, and technical jargon must be avoided. Prompt and adequate
attention of the reader is the essence of purposeful communication.

Completeness in writing is achieved through orderly arrangement of ideas flowing


into other ideas and progressing into conclusion. An incomplete writing leads to side
tracking, misunderstanding, seeking clarifications and explanation etc. thus, the writer
must consider the receiver’s capabilities to understand.

Coherence: Coherency is equally essential for good written communication. Clear


communication in simple sentences helps the reader to understand. Facts and figures
must be stated plainly and in an intelligent manner. Relation and clarity are the two
important aspects of coherence. Coherence means, tying together of several ideas,
under one main topic in any paragraph. Smooth flow, lucidity and transition aspects
should be given effect to and there should not be any scope for the reader to
misinterpret, mis-read or mis-spell the message. Coherence is given to a larger
paragraph or section of a message and leads to purposeful communication where the
writer is well received, read, understood and acted upon by the reader.

Conciseness: Conciseness is an important factor in effective communication. It means


saying all that needs to be said and no more. The aimless verbiage, unnecessary
details, and heavy paragraphs make our communication ridiculous and ineffective. We
must omit those words and sentences from our message, which are not likely to bring
about results. The message, which can be expressed in fewer words, is more
impressive and effective than the same message expressed in a number of words. The
communicator must organize his message in such a way that every word in it is
meaningful and of interest to the receiver. Even a single word or a sentence, which
does not contribute to accomplish the purpose of the communication, should be
carefully omitted.

Conciseness refers to thoughts expressed in the fewest words consistent with writing.
It is achieved in writing in definite style and use of precise words. Unnecessary
superlatives, exaggeration, and indirect beginning should be avoided. Care should be
taken to use adjectives judiciously, avoiding irrelevant details, unnecessary expression
and mumbling sentences. Avoid vague judgmental descriptions and be precise and
clear.

Credibility: A good writing is always forceful and direct and has the power and
capacity to produce a reaction or desired effect. Clarity in writing brings about
credibility because it ensures that others understand the message easily and quickly. A
clear and direct approach in writing makes it possible to achieve the principle of

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credibility in your writing. Other essentials of writing like correctness and
completeness add to the strength of credibility in the writing.

Correctness: Without correctness, readers may refuse your write up. Communication
must be correct in tone and style of expression, spelling, grammar, format, contents,
statistical information, stress-unstressed, etc. there should not be any inaccurate
statements in the message. Efforts must be made to avoid errors in spellings,
punctuations, etc. the incorrect written documents lower the readers’ confidence in the
writer.

In the same way, the incorrect statements and other miscellaneous errors of the
speaker lower the listeners’ confidence in him and it may tarnish his image and
reliability too. When communication receiver finds one error he suspects that there
can also be other errors in the message. Therefore, he starts searching for other
mistakes automatically.

The subject matter of communication must be correct or accurate. The manner in


which the message is transmitted must be absolutely correct. Accuracy in writing can
be achieved by careful checking and editing. Correctness demands accurate figures,
because decisions may go wrong if wrong figures are given. Over writings, erasures,
strikeovers, wrong spellings, faulty grammar, poor sentence construction etc may
distract the readers and lead to misunderstanding. Written communication clearly
means making others to understand.

Therefore, it is essential that the sender should verify the correctness of the
information before transmitting it to the receiver. And before accepting the
information for important decision-making, the receiver should clarify his doubts
regarding the accuracy and correctness of the message.

Continuity: As far as possible the writer should avoid jargon. Jargon is a language
that is special to science, commerce, technology, trade, and profession. In writing, the
jargon should not be incorporated as this could make the writing confusing and
unclear. Brevity or use of fewer words brings about continuity and grace in your
writing. The effect of good writing depends on its style and continuity of subject till
the conclusion. If one takes care to be precise, correct, and clear in writing and if the
continuity is maintained throughout writing, the desired effect from the reader is
achieved.

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Effective verbal communication

Pronunciation

All the language units must be pronounced properly and clearly. The message cannot
be intelligible without proper articulation of sounds. Sometimes, it happens that a
person who is able to articulate a sound properly is unable to pronounce the words
correctly. The words in English language must be stressed on the exact syllables.

Clarity, Conciseness and Completeness

It is essential that the message should be brief and concise, but complete in every
aspect. The brevity should not be achieved at the cost of clarity and completeness.
Too much talking may lead to misunderstanding and over communication, but too
little talking can lead to partial understanding and under communication.
Vocabulary

The communicator must have a good vocabulary. He should us choicest words to


convey correct meaning. It the person who communicates orally has inadequate
vocabulary; the listener will receive incorrect and confused meaning.

Self-confidence

If the communicator lacks self-confidence, it is likely that he will not be able to


impress the message on the listener. He must have a sufficient knowledge of the
subject on which he has to talk. Secondly, he must plan his message carefully before
imparting it to the receiver. The logical sequence of various ideas in the message is an
outcome of organizing and planning the message. Adequate planning, preparation, and
organization of the message help the speaker to raise his morale and self-confidence.

Pitch

There are three patterns 1) rising pitch, 2) falling pitch and 3) dividing pitch. It is
essential to use the correct pitch of sound. The variations in the pitch sounds can help
the speaker to create interest and hold the attention of the listeners.
Tone and style

The message must make appeal not only to the intellect but also to the heart of the
listener. The words impart the intended meaning when they arte spoken with the tone

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and style that suit the occasion. The tone of the voice gives the listener an idea about
the feeling associated with the words.
The art of Written communication

A person, who aspires to get mastery over the techniques of written communication,
must keep his writing tools in enough practice. The action-oriented people may have
the ability to get the things done, but they may find it difficult to put their thoughts in
written words, because they occupy themselves in their selected activates rather than
in practicing writing skills. Such a person may have the ability to think logically and
clearly and he may express his thinking through oral communication. He may
organize, analyze and evaluate the ideas of his own and those of others too, and he
may really deserve to acquire the mastery of written media, but he would certainly
require some of his devotion, time and practice to acquire writing skills.

Everybody possesses the tools of the written media, but they have to learn to make
effective use of their priceless possession. All the individuals in the field of business,
industry, science, and education use the tools of written media. These tools of written
media are as follows:

• Memory
• Imaginative power
• Power of observation and study
• Units of language like words, phrases, sentences, etc
• Ability of thinking

• Ability of collecting and analyzing information


• Ability of writing
A good writer is an artist who knows how to write a specific message effectively by
making use of the above tools. He must keep his tools in good working order. It
usually takes years of struggle and hard work to learn and master the art of writing.
Besides reading, a good writer should try to find a world of information with an
inquiring mind and discerning eye. He can learn a great deal by putting up question on
the subject he wishes to write.

The main purpose of written communication is to move, motivate, and mould the
minds and behavior of the people. So it is necessity for the communicator to study the
minds of people he wish to target through his writing. It must be remembered that the
art and skill of writing depends on the competence and knowledge of the
communicator. Besides all this, the communicator should prevent his feelings from

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dictating his thinking and should organize his thoughts, which are based on factual
information.
Effective listening skills

Listening skills

What are three types of effective listening?

1. Paraphrasing

To paraphrase, one simply rewords what another individual has said. For example, the
speaker might say, ``She was foolish to quit her job.'' The listener might respond, ``I
hear you saying that you believe she shouldn't have quit.'' What has occurred is
paraphrasing where the listener has clarified what the speaker has said.

2. Open questions

An open question explores a person's statement without requiring a simple ``yes'' or


``no'' answer. The basic difference between an open question and a closed question is
what they provide the person being asked. When you are asked an open question it
helps you think more about an issue. A closed question will not do that. It may force
you to answer before you are ready, or require a ``yes'' or ``no'' answer that doesn't
allow more thinking about the issue. Closed questions close the door on further
thought, while open questions open the door. For example, the speaker might say, ``I
don't like my job.'' The listener might respond, ``What about your job don't you like?''
or, ``Tell me more about your feelings regarding your job.''

3. Feeling Reflection.

Feeling reflection is a response in which you express a feeling or emotion you have
experienced in reference to a particular statement. For example, the speaker might say,
``I get sick of working so much overtime!'' The listener might respond, ``I hear you
feeling angry and resentful at being asked to work so much overtime.'' Feeling
reflections are perhaps the most difficult active listening responses to make. Not only
do you actively listen to what is being said but also you actively listen for what is
being felt. When you make a feeling reflection, you are reflecting back what you hear
of another's feelings. It is similar to paraphrasing; however, you repeat what you heard
them feeling instead of what you heard them saying. To understand what individuals
are feeling, you must listen to their words, to their tone of voice, and watch their body
signals. By observing all three you can begin to guess their feelings.

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How can listening skills be improved?

Listen carefully so that you will be able to understand, comprehend, and evaluate.
Careful listening will require a conscious effort on your part. You must be
aware of the verbal and nonverbal messages (reading between the lines).

• Be mentally and physically prepared to listen. Put other thoughts out of your
mind. Your attention will be diverted from listening if you try to think of
answers in advance.
• You can't hear if YOU do all the talking. Don't talk too much.
• Think about the topic in advance, if possible. Be prepared to listen.
• Listen with empathy. See the situation from the other's point of view. Try to put
yourself in their shoes.
• Be courteous; don't interrupt. Take notes if you worry about forgetting a
particular point.
• Avoid stereotyping individuals by making assumptions about how you expect
them to act. This will bias your listening.
• Listen to how something is said. Be alert for what is left unsaid.
• Make certain everyone involved gets an opportunity to voice their opinions.
Don't let one person dominate the conversation.
• Face those you are talking with, lean slightly forward, and make eye contact.
Use body to show your interest, concern.
The receiver should carefully listen to the message to feel the pulse of the sender, to
understand the mood and reactions and to create a congenial atmosphere for listening,
which allows freedom of expression the speaker. Lack of good listening can create the
embarrassing situations, which result in the lack of co-ordination and mutual
understanding. A manager, who listens to the employees, gives them an opportunity to
vent out their emotions. Effective listening also helps the managers to get the
constructive suggestions fro the employees. There is greater harmony and cohesion if
the sender and the receiver listen to each other messages effectively. It can raise their
morale and create togetherness.
Some Do’s for the Listeners

1. Keep quiet while listening.


2. Focus on what the speaker says rather than on his/her looks.
3. Control and screen out the distractions.
4. Show interest in the speaker.
5. Be friendly and patient towards the speaker
6. Listen first and take notes afterwards.

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7. Look for the main theme and main ideas.
8. Let the speaker finish whatever he has to say without interrupting
him.
9. Find an area of interest in the speech; look interested in the speech
and
act interested in listening.
10.Try to repeat the key-ideas during the slow and long
speeches. 11.Avoid pondering on a single point.
12.Keep your mind open to every subject and speaker.
13.Choose a quiet place to listen, if possible.
14.Arrive early at the place of a seminar, lecture, and meeting. 15.Empathize
with the speaker and try to understand his opinions, views and
values.
16.Try to probe the emotions and feelings of the speaker.
17.Seek out difficult speech presentations to challenge your listening skills.
18.Observe the non-verbal signals, the body movements, facial expressions
and gestures.
19.Try to look into the eyes of the speaker.
20.Try to relate the speaker’s message with your personal experience
21.Try to evaluate the speaker’s message objectively.
22.Try to enrich your vocabulary so that you may understand the exact shade
of meaning conveyed by the words of the speaker
23.Accept criticism without losing your temper.
24.Communicate feedback to the speaker. Ask questions which may
encourage the speaker.
25.Remember that God has given you two ears and one tongue!

Reading skills

Strategies to activate your prior knowledge:

Brainstorming:
Examine the title of the selection you are about to read
List all the information that comes to mind about this title
Use these pieces of information to recall and understand the material
Use this knowledge to reframe or reorder what you know, or to note what you
disagree with, for further research
Group discussions:
Group discussions in and out of class will help you to discover what you bring to your
reading, what your fellow students bring, as well as shared experiences. If you find
they have new background information, ask for more information from them.
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Overviews:
Discussing information about the selection or assignment prior to reading must take
place. This may take the form of class discussions, printed previews, photographs,
outlines, or films. Spend enough time before the students begin the assignment to
insure understanding of it.

Vocabulary Previews:
Unfamiliar key words need to be taught to students before reading so that new words,
background information, and comprehension can improve together. List all words in
the assignment that may be important for students to understand. Arrange words to
show the relationships to the learning task. Add words students probably already
understand to connect relationships between what is known and the unknown. Share
information with students. Verbally quiz them on the information before assigned
reading begins.

Structural Organizers:

Before reading an assignment, basic frameworks, which are included in the text,
should be pointed out such as cause-effect or problem-solution. It can be beneficial to
call attention to specific plans of paragraph or text organization such as signal words,
main idea sentences, highlighted phrases, headings, and subtitles. A review of
skimming techniques might also be appropriate as these various areas are covered.
A Purpose for Reading:

When students have a purpose for reading a selection, they find that purpose not only
directs their reading towards a goal, but also helps to focus their attention. Purposes
may come from teacher directed questions, questions from class discussions or
brainstorming, or from the individual student. Along with the question, it is a good
idea to pose predictions of the outcome and problems, which need to be solved. The
student or the teacher may generate these, but the teacher should use these to guide
students in the needed direction for the assigned selection.

Author Consideration:

Depending upon the content area, a discussion of the author of the particular work
can be helpful to the understanding of it. What is the author trying to say? What are
his point of view and his reason for writing the particular work?

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Layered Reading

In addition to using your subconscious mental radar, you can read books more
selectively by using a layered reading approach. Here are four phases that commonly
show up in layered reading strategies:
Overview: Look over the entire book at the rate of 1 second per page to
determine its organization, structure, and tone. Try to finish the overview in 5
minutes.
• Preview: Should you decide to read further, preview the first chapter at the rate
of 4 seconds per page. Pay particular attention to beginnings and endings such
as the introduction and conclusion, and the first sentences of paragraphs and
sections. Mark key sections with Post-it tabs or a yellow marker.
• Read: If any part of the chapter warrants closer attention, go back and read it at
whatever speed seems appropriate.
• Review: As discussed in the following section on memory, doing short reviews
periodically after reading new ideas can significantly increase the amount of
detailed information that makes it into long-term memory.
There are several advantages to having seen every page of a document. It partially
eliminates the intimidation of the unknown. It is also much easier to comprehend
material at rapid speeds when your eyes have already seen the material twice, even if
only briefly. And lastly, your right brain is a lot happier about the whole situation
because it has at least some idea of the context or overall picture in which the material
is being presented.
Saying that someone has one reading speed is like having a car that only goes one
speed. Different material calls for different speeds. Layered reading is about being
flexible in the strategy you use to extract useful ideas from written material.
Here are some additional suggestions for reading more selectively:

Focus on key words and ignore filler words. As discussed in the previous
chapter, most of the meaning in sentences is transferred by a few key words.
Many times it is unnecessary to read all the "is's" and "the's.”
• Skip what you already know. As you transfer more and more knowledge from
an area into long-term memory, the sections you can skip will become larger
and thus accelerate your journey along the compound learning curve.
• Skip material that doesn't apply to you.
• Skip material that seems particularly confusing and come back to it if necessary
after reading other sections. Books are linear while their subject matter is often

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multi-dimensional. "Nothing we use or hear or touch can be expressed in
words that equal what we are given by the senses." It may be far easier to
understand the material in light of information that follows. Giving your
subconscious time to incubate the material might help as well.

Purpose

Reading is purposeful. The way you read something will depend on your purpose.
You read different texts in different ways. In everyday life, you usually know why you
are reading, you have a question, and you read to find the answer. You usually know
your way around your favorite newspaper, so if you want to know the sports results,
you go straight to the correct page, or if you want to know what is on television
tonight, you go straight to the television page. You do not start on the first page.
When you read a novel, it is different. You start at the beginning and slowly move
towards the end. In academic reading, you need to be flexible when you read - you
may need to read quickly to find relevant sections, then read carefully when you have
found what you want. General efficient reading strategies such as scanning to find the
book or chapter, skimming to get the gist and careful reading of important passages
are necessary as well as learning about how texts are structured in your subject.

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